Extra-curricular activities Books

Book SynopsisThis is the first-ever Forest School-themed activity card deck, offering 48 games, crafts and skill-building activities to enjoy outdoors. Aimed at parents, carers, teachers and Forest School group leaders, this is a uniquely handy reference tool to tuck into a pocket and take out into the woods to inspire outdoor fun. It complements Jane Worroll & Peter Houghton's two previous books (Play the Forest School Way and A Year of Forest School), containing activities from those books in abbreviated form. The cards are grouped into four "suits", each with 12 cards: Team Games (fun, high-energy games to play together); Survival Skills (working together to build dens, make fires, gather wild food and cook it); Nature Spotlight (exploring the natural world in more detail); and Forest Craft (woodland-themed makes). A booklet explains how to use the deck: forest school leaders or parents can get kids involved in leading the play (flicking through the cards and choosing an activity) and the suits will also help adults in considering how a session might be structured (with the kids getting final say looking at the cards). The booklet also gives notes on safety, the Forest School ethos, basic kit and other key need-to-knows.

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Using natural resources has long been part of the Montessori and Steiner philosophies and some mainstream early years provisions were already starting to emulate this practice. The recent popularity of Forest Schools demonstrates how practitioners recognise the benefits of offering children open-ended activities using natural resources. Not all settings are fortunate enough to have access to a forest or indeed have staff who are Forest School trained, but it is possible to create naturalistic playspaces. Without specialist training practitioners will learn easy ways to develop their children's understanding of

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Book SynopsisIdeal for children (little and big) to keep them busy and having fun on the go, whether you are travelling, on holiday, at family get-togethers or even waiting at restaurant tables.Daisy Upton gets difficulties of having kids when you''re on the go. So, to help you (and herself!) she''s created quick, easy games that keep children interested, learning and out of mischief - they take 5 minutes to set up and 5 minutes to tidy up. And as Daisy was a teaching assistant, your little ones will be learning while they play! What could be better?Packed with 80 games to keep little ones happily - and quietly! - occupied while you''re out and about, ON THE GO is the perfect companion for anyone who wants five minutes peace when they''re on the move with their kids.I love Five Minute Mum. She''s managed to come up with a huge array of activities for kids that are fun and educational yet don''t require an Art degree or Diploma in Patience to execute. Sarah Turner, aka Unmumsy MumAlso available:Five Minute Mum: Give Me FiveFive Minute Mum: Time for School

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Book SynopsisIdeal for early years to KS1 children who are starting or are already at Reception and KS1 primary school. Phonics! Number sentences! Reading schemes! School uniforms! Daisy Upton has two children, and used to be a teaching assistant, so is more than familiar with the reality of being a parent. This book is packed full of games and activities to help children feel confident and excited about learning. They -and you! - will get help with letters, numbers and everything in between.Daisy''s games only take five minutes to set up and five minutes to tidy up you can support them at home without wanting to bang your head on the kitchen table. ''I love Five Minute Mum - she''s come up with games that are fun and educational'' The Unmumsy MumAlso available:Five Minute Mum: Give Me FiveFive Minute Mum: On the GoTrade ReviewReviews for FIVE MINUTE MUM: GIVE ME FIVE * ' *I love Five Minute Mum. She's managed to come up with a huge array of activities for kids that are fun and educational yet don't require an Art degree or Diploma in Patience to execute. Her blog makes these kinds of games accessible to everyone and for that, I am grateful! -- Sarah Turner * Unmumsy Mum *This book is amazing. The book has 100s of the easiest best ideas! Honestly it's AMAZING. I think everyone should have this book. -- Liv Lewis, Ultimate Girl GangSo many fab ideas in here! Love it -- Rosie RamseyBrilliant book -- Tova LeighDaisy has created a book for the whole family, making rainy days enjoyable! It is empowering as a Mum to know with every game you are helping your children build knowledge and skills -- Emma Jaulin * MumTalk Podcast *

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Book SynopsisInformal language learning beyond the classroom plays an important and growing role in language learning and teaching. This Handbook brings together the existing body of research and unites the various disciplines that have explored this area, in order to present the current state of knowledge in one accessible resource.Much of adult learning takes place outside of formal education and for language learning, it is likely that out-of-class experiences play an equally important role. It is therefore surprising that the role of informal language learning has received little attention over the years, with the vast majority of research instead focusing on the classroom. Researchers from a range of backgrounds, however, have started to realise the important contribution of informal language learning, both in its own right, and in its relationship with classroom learning. Studies in the areas of learner autonomy, learning strategies, study abroad, language support, learners' voices,Trade Review'The changing landscape of language teaching and learning that we have witnessed recently has emphasized the need for a greater understanding of nature and significance of out-of-class learning opportunities in second language learning. This handbook provides a valuable account of the nature of LBC; illustrates the diversity of affordances learners make use of; describes the cognitive, affective, linguistic, social and individual dimensions involved; and provides examples of the research methods that can be used in investigating LBC. And in addition the handbook demonstrates how learners’ use of out of class learning opportunities are changing our understanding of the nature of second language learning.' – Jack C. Richards, Honorary Professor, University of Sydney'Starting with the recognition that technology has opened a new world for language teachers and learners, this handbook provides an up-to-date and comprehensive look at learning beyond the classroom. Editors Reinders, Lai, and Sundqvist are leading authorities in this domain, and have put together an impressive ensemble of knowledgeable contributors across a broad range of relevant sub-areas. Language teachers, teacher educators, and researchers will find this an invaluable and timely resource.' – Phil Hubbard, Senior Lecturer Emeritus, Stanford UniversityTable of ContentsPart I Mapping LLTBC 1. The History of Language Learning and Teaching Beyond the Classroom 2. Mapping language learning environments 3. Interfacing Formal Education and Language Learning beyond the Classroom 4. Participant-driven L2 learning in the wild: An overview and its pedagogical implications 5. Learning beyond the classroom and autonomy 6. CALL in the Wild = a voyage of independent self-directed learning? 7. English Language Learning Beyond the Classroom: Do Learner Factors Matter? 8. The golden age of foreign language learning. Age and language learning beyond the classroom Part II Supporting LLTBC 9. Digital Game-Based Language Learning in Extramural Settings 10. Fostering learners’ self-regulation and collaboration skills and strategies for mobile language learning beyond the classroom 11. Enhancing Language and Culture Learning Through Social Network Technologies 12. Enhancing language and culture learning in the case of study abroad 13. Enhancing Language and Culture Learning in Migration Contexts 14. Learning to act in the social world: building interactional competence through everyday language use experiences 15. Enhancing language learning in private tutoring 16. Enhancing the Quality of Out-of-Class Learning in Flipped Learning 17. Enhancing language learning beyond the classroom through advising 18. Online Learner Communities for Fostering Autonomous Learning beyond the Classroom 19. Self-access Centres for Facilitating Autonomous Language Learning 20. Assessments of and for LBC Part III Researching LLTBC 21. Ethics, privacy and security in researching LBC 22. Evaluation of instruments for researching learners’ LBC 23. Methods and Approaches to Investigating Language Learning in the Digital Wilds 24. The use of mixed methods to study language learning beyond the classroom 25. Language Learning Diary Studies in Learning beyond the Classroom Contexts 26. Doing LLBC research with young learners 27. Ethnography in LBC research 28. When Classrooms aren’t an Option: Researching Mobile Language Learning through Disruption 29. Bringing beyond into the L2 classroom: On video ethnography and the ‘wild’ in-class use of smartphones 30. Learning Analytics and Educational Data Mining in Learning Beyond the Classroom

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Book SynopsisThis book seeks to bring together the two disciplines of informal and outdoor education, and challenges readers to think differently about outdoor and adventure education. It develops core ideas and thinking about informal education within outdoor settings, and explores how its principles and practice can enhance outdoor education. A wide range of contributors look in detail at the concept of change in the outdoors, whilst also considering the ways in which this expanding field might exploit opportunities offered to young people and adults to engage in reflective informal education. It encourages outdoor educators to experience their immediate surroundings in new and innovative ways and grasp the challenge of promoting a sustainable lifestyle. Offering a fresh perspective on shifting the outdoor education agenda from that of skills acquisition and narrow learning' to the social and political, as well as aesthetic and philosophical opportunities embodied within the outTrade Review"This text develops core ideas about informal education, and explores how the principles and practices can enhance outdoor and adventure education. In addition, this text provides excellent grounding through evidenced based discussion and applied examples, for those less familiar with how to use outdoor environments and informal learning to discover the political, social, aesthetic, and philosophical opportunities." - Ian A. Neville, Journal of Outdoor and Environmental EducationTable of Contents1 Origins of Outdoor and Adventure Education 2 Theorising Outdoor Education: Purpose and Practice 3 Experiential Education: The Importance of John Dewey 4 Informal Education & the Outdoors 5 The Living Landscape: Being in Place 6 Wilderness and Informal Education: Importance of wild places and spaces 7 Mountains, Climbing and Informal Education 8 Water Environments and Informal Education 9 Development in the Outdoors: An Asset Based Approach 10 ‘Living together’ - Making the most of the residential experience in outdoor and adventure education 11 Fostering Sustainability in Outdoor and Informal Education

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Book SynopsisThis practical resource gives educators in grades K through 6/8 a flexible, ready-to-use curriculum focusing on a wide range of contemporary topics such as stimulant use, family relationships, dealing with anger, managing threatening situations, and crime related activities. Developed by a team of experience educators, the lessons are based on real situations I students'' own lives that involve dealing with feelings, self-esteem, peer pressure, and respect for others. They help students build character, prepare them to recognize situations that could become violent, and teach them the skills they need to handle conflicts in a non-violent and peaceful manner. For easy use, the lessons follow a uniform format, including a descriptive title, a specific behavioral objective, and a simple eight-step lesson plan that provides everything needed for an effective, well-balances learning experience. Each lessons covers: * Purpose: Need for teaching/learning the social skill, eTable of ContentsAbout This Violence Prevention Skills Teaching Resource. Acknowledgments. About The Society for Prevention of Violence (SPV). About the Violence Prevention Skills Curriculum. Bibliography. VIOLENCE PREVENTION SKILLS LESSONS AND ACTIVITIES FOR ELEMENTARY STUDENTS. To the Teacher. Life skills. 1. Coping With Difficulties in Life. Reproducibles "In Trouble" Worksheet. "Serious Difficulties" Worksheet. 2. Learning to Value Life. Reproducibles "Life is Valuable" Worksheet. "Life is Valuable" Answer Key. "I Will Be Valuable" Worksheet. 3. Understanding How to Conquer Fear. Reproducibles "Planning Ahead" Worksheet. "Safety" Worksheet. 4. Managing Anger. Reproducible "Angry Situations" Worksheet. 5. Learning That Retaliation is Futile. Reproducibles "Retaliation" Worksheet. "Retaliation" Answer Key. "Get Even" Worksheet. 6. Learning to Care for the handicapped. Reproducibles "Care" Worksheet. "Look Out" Log Sheet. 7. Learning That Failures Can Lead to Success. Reproducibles "Better Days Ahead" Worksheet. "Slipping and Tripping" Worksheet. 8. Learning to React to Disrespect. Reproducibles "Disrespect vs. Respect" Worksheet. "Respect in the Family" Worksheet. Relationships. 9. Selecting Trusted Role Models. Reproducibles "Role Model" Worksheet. "Be My Role Model" Greeting Card. 10. Learning to Find Acceptance Without Coercion. Reproducibles "Accepted" Worksheet. "Friends" Worksheet. 11. Developing Good Friendships. Reproducibles "My Friend" Worksheet. "Relationships" Worksheet. 12. Understanding Boy/Girl Relationships. Reproducible "Fun with Friends" Worksheet. 13. Understanding Rights and Responsibilities. Reproducibles "Classroom Rights" Worksheet. "Home Rights" Worksheet. Family. 14. Learning the Importance of Rules. Reproducibles "Up With School Rules" Worksheet. "Up With Family Rules" Worksheet. 15. Achieving Family Harmony. Reproducibles "Creating Family Harmony" Worksheet. "Creating Family Harmony" Answer Key. "Family Flash" Worksheet. 16. Understanding Stress in the Family. Reproducibles "Stressed Out" Worksheet. "Stressed Out" Answer Key. "A Family Problem" Worksheet. 17. Understanding Sibling Rivalry. Reproducibles "Jealous Tears" Worksheet. "Jealous Tears" Answer Key. "Resolving Sibling Rivalry" Worksheet. 18. Understanding Elderly Family Members. Reproducibles "Time Together" Worksheet. "Young and Old--How Do We Compare?" Worksheet. 19. Understanding Family Fights. Reproducibles "Stop the Violence" Worksheet. "Peaceful" Worksheet. Stress and Danger. 20. Understanding Early Signs of Troublesome Situations. Reproducibles "Trouble" Worksheet. "Danger" Worksheet. 21. Dealing with Dangerous Situations. Reproducibles "Danger Ahead" Worksheet. "Safe Sailing" Worksheet. 22. Realizing Extreme Potential Danger. Reproducibles "Stranger/Danger" Worksheet. "Threats to Me" Worksheet. 23. Learning to Trust Others. Reproducibles "Who Can I Trust?" Worksheet. "Why I Do Not Trust You . . ." Worksheet. 24. Learning to Manage Excessive Stress. Reproducibles "Excessive Stress" Worksheet. "Stress in a Box" Worksheet. Suicide. 25. Coping with Extreme Stress. Reproducibles "Stress and Me" Worksheet. "Overcoming My Stress" Worksheet. 26. Dealing with Loneliness and Depression. Reproducibles "Feelings of Depression-What?-Who?" Worksheet. "Over the Top" Worksheet. Stimulants. 27. Learning About Developing BAD Habits. Reproducibles "Habits and Me" Worksheet. "Habit Poster" Worksheet. 28. Understanding the Effects of Stimulant Use. Reproducibles "Search for Facts" Word Search. "Search for Facts" Answer Key. 29. Understanding the Dangers of Marijuana. Reproducibles "High and Dry" Worksheet. "Needs and Alternatives" Worksheet. 30. Learning About the Symptoms that Follow Stimulant Use. Reproducibles "Repulsive" Worksheet. "Resentment" Worksheet. 31. Learning to Seek Help To Stop Smoking. Reproducible "Up in Smoke" Worksheet. 32. Understanding the Consequences Due to Inhaling. Reproducibles "Temptation" Worksheet. "Search-It-Out" Worksheet. "Most Commonly Used Products" Worksheet. "Home Project--Parent Child Project" Worksheet. 33. Selecting Activities to Conquer the Desire for Stimulant Use. Reproducibles "Activities Comparison" Chart. "Alternatives-Staying Away from Stimulants" Worksheet. "Drugs or What?" Worksheet. 34. Learning to Seek Help Against Addiction. Reproducibles "Please Help" Worksheet. "Double Trouble" Worksheet. Crime. 35. Learning to Change Bully Behavior. Reproducibles "Dejected Bully" Worksheet. "Need Help for Change?" Worksheet. 36. Understanding the Difference Between Need and Desire. Reproducibles "Desire" Worksheet. "A Wish" Worksheet. 37. Learning to Be Selective with Media Programs. Reproducibles "Program Preference" Worksheet. "Daily Calendar" Worksheet. 38. satisfying a need for thrills by joining lawful activities. Reproducibles "Hang-in-There" Worksheet. "Excitement" Worksheet. 39. Understanding that Vandalism is a Crime. Reproducibles "Vandalism" Worksheet. "Vandalism" Answer Key. "Crime-Yes or No?" Worksheet. 40. Realizing that There are Consequences for Criminal Actions. Reproducibles "Consequences" Worksheet. "My Letter of Apology" Worksheet. 41. Using Our Hands Appropriately. Reproducibles "Thumbs Up-Thumbs Down" Worksheet. "My Hands" Worksheet. 42. Understanding Sexual Harassment. Reproducibles "Sexual Harassment" Worksheet. "Sexual Harassment Role Plays" Worksheet. 43. Respecting Dangerous Objects. Reproducibles "Dangerous" Worksheet. "Tragedy in Our Town" Worksheet. 44. Understanding the Consequences for Bringing Weapons to School. Reproducibles "Play Safe-No Guns" Worksheet. "Gun/School-No" Worksheet.

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Book SynopsisContains seven essays, which commemorate the fiftieth anniversary of the founding of the first Reform Jewish educational camp in the United States. This book covers topics related to both the Reform Judaism movement and the development of the Reform Jewish camping system in the United States.Trade ReviewThis book makes a significant contribution to understanding a major development in American Reform Judaism and the use of organized camping for children and youth as a valuable educational tool. - Burton I Cohen, author of Case Studies in Jewish School Management

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Book SynopsisThe fourth edition of this best-selling book is a comprehensive update organised to assist education abroad professionals in all stages of their career. Extensive chapters on comprehensive internationalisation, partnerships and advocacy, and post-study abroad advising have been added, while a significant section is devoted to health, safety, and risk management.

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Book Synopsis''My go-to for fun ideas and activities with Marley and Indie. I''d be lost without it.'' JOE WICKSMum-of-two and founder of the playHOORAY community Claire Russell has helped thousands of families during lockdown discover the joy of play. Her first book The playHOORAY! Handbook is a lifesaver for busy parents juggling work and childcare looking for fun ideas for activities, crafts & games to entertain little kids.With 100 activities using items from around the house, you''ll find everything you need to entertain babies, toddlers and younger school-age children. From 1 play, sibling play to no-guilt screentime, this is the perfect book for all the family. And best of all, you''ll be learning valuable skills whilst having fun!

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Book SynopsisResearch in Outdoor Education is a peer-reviewed, scholarly journal seeking to support and further outdoor education and its goals, including personal growth and moral development, team building and cooperation, outdoor knowledge and skill development, environmental awareness, education and enrichment, and research that directly supports systematic assessment and/ or evidence-based advances in outdoor education.Research in Outdoor Education is intended to appeal to researchers, practitioners, teachers and post-secondary students through the exploration and discussion of diverse perspectives on the theoretical, empirical, and practical aspects of outdoor education in its broadest sense.Table of ContentsForewordPlaying Naturally: A Case Study of Schoolyard Naturalization in Cape Bretonby Emily Root, Kathy Snow, Catalina Belalcazar, and Bettina CallaryWomen and Girls in Outdoor Education: Scoping the Research Literature and Exploring Prospects for Future Body Image Enquiryby Joelle Breault-Hood, Tonia Gray, Son Truong, and Jacqueline UllmanDefining Moments: An Examination of the Gender Divide in Women's Contribution to Outdoor Educationby Tonia Gray, Denise Mitten, TA Loeffler, Sandy Allen-Craig, and Cathryn CarpenterPerceived Life Significance of a University Winter Outdoor Education Course: A Qualitative Studyby Jennifer Wigglesworth and Paul HeintzmanUsing Dynamical Systems Theory in Outdoor Adventure Education Researchby Jeremy Jostad, Jim Sibthorp, Jonathan E. Butner, Shannon Rochelle, and John GookinExploring Course Outcomes Utilizing a New Outward Bound Outcomes Instrumentby Andrew J. Bobilya and W. Brad Faircloth

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Book SynopsisThe world is filled with educational possibilities — use it!This valuable resource explores every aspect of field trips, including their foundation in caring and curiosity, how leaders can establish and achieve sound learning goals, and how to avoid the headaches that too often accompany dozens of children and chaperones unleashed in a new environment. Properly organized, a field trip can provide students with opportunities to develop lifelong learning skills, increase personal responsibility, work cooperatively with others, and expand their worldviews.And field trips need not be full-day affairs to be valuable—even a short “trip” can provide a much richer learning experience than can be found though standard in-class instruction and serve as a welcome break from the weekday routine.A Guide to Great Field Trips outlines more than 200 ideas for valuable trips within the school, around the building and playground, and through the local neighborhood. It even offers ideas for virtual field trips on the Web. Readers can find tips on handling dozens of logistical issues related to field trips, including safety, transportation, permissions, fundraisers, grants, chaperones, meals, and more.

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Book SynopsisMeasure, Use, Improve! Data Use in Out-of-School Time shares the experience and wisdom from a broad cross-section of out-of-school time professionals, ranging from internal evaluators, to funders, to researchers, to policy advocates. Key themes of the volume include building support for learning and evaluation within out-of-school time programs, creating and sustaining continuous quality improvement efforts, authentically engaging young people and caregivers in evaluation, and securing funder support for learning and evaluation.This volume will be particularly useful to leadership-level staff in out-of-school time organizations that are thinking about deepening their own learning and evaluation systems, yet aren’t sure where to start. Authors share conceptual frameworks that have helped inform their thinking, walk through practical examples of how they use data in out-of-school time, and offer advice to colleagues.

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Book SynopsisMeasure, Use, Improve! Data Use in Out-of-School Time shares the experience and wisdom from a broad cross-section of out-of-school time professionals, ranging from internal evaluators, to funders, to researchers, to policy advocates. Key themes of the volume include building support for learning and evaluation within out-of-school time programs, creating and sustaining continuous quality improvement efforts, authentically engaging young people and caregivers in evaluation, and securing funder support for learning and evaluation.This volume will be particularly useful to leadership-level staff in out-of-school time organizations that are thinking about deepening their own learning and evaluation systems, yet aren’t sure where to start. Authors share conceptual frameworks that have helped inform their thinking, walk through practical examples of how they use data in out-of-school time, and offer advice to colleagues.

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Book SynopsisYou Can’t Be What You Can’t See presents a rare longitudinal account of the benefits of a high-quality, out-of-school program on the life trajectories of hundreds of poor, African American youth who grew up in Chicago’s notorious Cabrini-Green housing project in the 1980s and early ’90s.The result of a five-year research project by Stanford scholar Milbrey W. McLaughlin, the book documents what happened to more than 700 Cabrini-Green youth two decades after they attended the Community Youth Creative Learning Experience (CYCLE), a comprehensive after-school program offering tutoring, enrichment, scholarships, summer camps, and more. Through data collection, and in-depth interviews with participants and staff, she finds that almost all had graduated high school and escaped poverty, and so had their children.McLaughlin describes the design principles as well as the core features of the program that participants say were key to their success: mentoring, exposure to activities and resources beyond their neighborhood, and a culture of belonging in which staff committed to “never give up on a kid.” The recollections and accomplishments of CYCLE alums, McLaughlin argues, challenge current assumptions about the enduring effects of poverty and highlight the power of opportunity “to imagine and take a different path.”You Can’t Be What You Can’t See offers lessons for policy makers, educators, community activists, funders, and others interested in learning what makes a youth organization effective for low-income, marginalized children.

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Book SynopsisAn approach to teaching chess in schools through a series of mini games which will enable all children to better understand and enjoy this magnificent game.Trade ReviewRichard James has created an essential tool for teaching chess in schools. Rooted in deep personal understanding and decades of experience, this approachable, practical guide breaks down the learning of chess and maps out an effective and robust teaching plan. Tackling both social and educational benefits, this book will help you establish a chess culture that seeps through your school.Ellie DixThe author's passion, experience and expertise in the field shines through every page. Whilst many readers will be drawn primarily to an invaluable and well-structured compendium of minigames and chess variants for introducing chess to younger children in a structured, gradual and progressive way ('Slowly but surely'), the author's robustly expressed (but, of course, contestable) critique of the two main approaches to chess in schools - to enhance academic outcomes or to breed future grandmasters - is worthy of serious consideration. He argues cogently not for chess in the curriculum or a weekly after-school club, but for the infusion of chess in a school culture. A veritable treasure-chest of ideas, advice, opinions and resources for any teacher wishing to use chess to nurture the social world and well-being of their pupils and maybe, just maybe, to create the next Magnus Carlsen as a secondary gift too.Professor Barry HymerWhen I began to read Chess for Schools, I was aware of two salient facts: that Richard James has tremendous experience teaching chess to children - in a classroom setting and as founder of the famously successful Richmond Junior Chess Club; and that he has been a consistent critic of much current chess teaching practice - particularly in primary schools, where he believes the teaching of chess is frequently pitched at an unrealistic level in relation to the cognitive development of the pupils. I was consequently well-prepared for a text that might ruffle some feathers.I was not disappointed. There are undeniably passages in the book which will make uncomfortable reading for some chess teachers and parents. Yet far from the feeling that Richard James is gratuitously courting controversy, I came to regard his unwillingness to pull punches with many in his target audience as a mark of the book's uncommon integrity. His views are the product not only of great experience but also of a persistent quest to improve the outcomes for his pupils, both those with lofty chess ambitions and those who will enjoy a variety of relationships with the game. He has read widely and thought deeply, and the result is a coherent, very readable and well-structured argument which he makes with obvious passion. I didn't agree with all his contentions, but I always found myself hungry to read on. The book will certainly prompt fresh thoughts and is also a treasure trove of practical advice and resources for chess instruction. I would strongly recommend Chess for Schools to any chess teachers, parents and others with an interest in chess pedagogy.Peter WellsThis brilliant book is a three-layered cake. It is so well structured that you do not need to read it from end to end and you do not need ever to have touched a chess piece to find it worthwhile. The one key message for teachers is: if you can teach children, you can teach chess. That is, just as there comes a point when pupils will benefit from a specialist geographer, swimming instructor or mathematician, so it is with chess. The first layer sets the scene. It is easy to read, covers the history of chess and its place in education, what chess is - and, crucially, what it is not. The second layer is an impressively brief and comprehensive survey of the place of chess in the curriculum, and it's not where you think it might be. This layer will make you think about curriculum development in broad terms as well as in relation to chess. It will make you think about the role of parents and parenting in children's schooling. The book is properly, academically, referenced. The final layer is a manual of chess resources. The book stands alone as a good read without this section. My main revelation was just how many different games you can play with a chess set - it's as if I had only ever learnt to play snap with a pack of cards.Tim BartlettChess for Schools explains the limits and the benefits of chess. Chess may not improve standardised test scores. But it can enrich lives, if taught properly. Renowned chess teacher Richard James describes activities, such as minigames which use some of the chessmen, that develop skills useful both on and off the chessboard. Chess for Schools also provides the terminology and the resources to move from beginner to competitive chess player. Schools now have a road map for their chess journeys.Dr Alexey Root

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Book SynopsisForest School's innovative outdoor approach offers specific benefits to learners with autism, including increased social skills, raised self-esteem and improved sensory function. This guide raises autism awareness amongst practitioners by providing practical and easy-to-follow advice for adapting Forest School activities for those with autism.For those coming from a mainstream Forest School background, the author offers an introduction to autism and shows what Forest School can offer people with autism - both children and adults - with first-person accounts that highlight its success with this group. The guide gives advice on the social and sensory benefits, offers practical advice on safety and on how to set up a Forest School and finally presents specific activities to be incorporated into practitioners' routines.Trade ReviewI was newly informed, challenged, provoked and importantly made to chuckle through the book. I hope this ends up on all Forest School, indeed any outdoor, practitioner's shelves, and in their hands! This should be seen as part of more autistic inclusive discussions within the whole learning sector. -- Jon Cree – Director and founding chair of the Forest School Association, also Training and Alternative Curriculum Co-ordinator for FSC Bishops Wood CentreThis is an important book that fills an existing gap between forest school practitioners and autistic people and those who support them. James draw on his vast personal experience to connect these two communities in a brilliantly honest, practical and person-centred way -- Alison Oldfield, Senior teaching associate, University of BristolTable of ContentsIntroduction; 1. What is Forest School?; 2. What is Autism?; 3. The Benefits of Forest School; 4. Preparation! Preparation! Preparation!; 5. Communication; 6. Social Interaction; 7. Forest School and the Sensory Environment; 8. Staying Safe; 9. Setting Up a Forest School; 10. Forest School Activities; Resources

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Book SynopsisThe ultimate antidote to screen time – outdoor play with your kids! Whether you are a parent, a teacher, a Forest School leader or anyone else looking after children, this invaluable guide to nature-based play is full of ideas to get kids outdoors, learning about and connecting with nature, developing new skills and having fun. These new Forest School crafts, games and survival activities are all themed around the elements of earth, air, fire and water, with an underlying message of sustainability and wonder at the amazing web of life. For earth, make a mud slide, try Bogolan mud painting on cloth, or hurl mud missiles at a moving target. For air, make a bullroarer or a whistle, build a kite and fly it, or predict the weather by reading the clouds. For fire, dig a Dakota fire pit, make a bug-repellent torch or learn how to navigate using a shadow stick. For water, mix natural dyes, build and test a rainproof den, or drink foraged birch twig tea from a crafted log cup. There are also four magical stories to tell the children – one for each of the elements –guaranteed to spark their imagination.

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Book SynopsisLearning and personal development are integral to being a person, and learning and teaching are integral to life as a social being. Understanding Children’s Informal Learning presents children’s informal learning out-of-school and explores how this knowledge can enhance teaching and learning practice in the classroom. The authors focus on the richness of children’s everyday learning, and in what ways children, teachers and schools can work to bring more of the everyday learning strengths that all children have into the interactional framework of the classroom. Offering practical applications for teachers and other education professionals, the chapters work to ensure children’s voices are heard and actively influence understandings of learning, so that out-of-school learning is legitimised as a critical constituent of in-school learning. Addressing the need to provide a strong ‘student voice’ component and strategies to support children’s learning both in-school and out-of-school, Understanding Children’s Informal Learning furthers comprehensive education research, policy, and practice.Table of ContentsChapter 1. Introduction Chapter 2. The richness of children’s lives Chapter 3. Revealing children’s informal and everyday learning Chapter 4. Conceptions and dimensions of children’s informal learning Chapter 5. Intergenerational learning Chapter 6. Changing understandings of informal learning Chapter 7. Teachers learning about children’s learning Chapter 8. Expansive conceptions of informal and everyday learning Chapter 9. Conclusion

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Book SynopsisThere is a misconception, within the teaching profession and the general public, that Ofsted, the Health and Safety Executive and the establishment are against children being exposed to danger and that schools are prevented from giving children experiences which involve risk. Mike Fairclough, headmaster at West Rise Junior School, has blown that theory out of the water. In the superb Playing With Fire, Mike urges all schools to follow his lead, empowering other Heads and their schools to provide activities for their pupils which include an element of risk and danger. With entertaining and visual examples of his work at West Rise, including bee keeping, water buffalo breeding, shooting, archery, Forest School, paddle boarding, and skinning rabbits, Mike breezily demonstrates how teething problems and mistakes are part and parcel of risk-taking and should be embraced. The result is an empowering book that urges educators to cultivate their own resilience, courage and trust in the same way that we are hoping to foster those qualities within our students.Trade Review"This is a very important, very necessary, and very beautiful book for all parents educators around the world to treasure. Read it and rediscover the best of your childhood-and how to bring it to children everywhere."; Barbara Oakley, PhD, author of New York Times science best seller, A Mind for Numbers: How to Excel at Math and Science, and instructor of Learning How to Learn, the world's largest online course.

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Book Synopsis

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Book Synopsis

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