Primary and middle schools Books

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Book SynopsisThis book explains and demonstrates the teaching strategy of asking learners to construct their own examples of mathematical objects. The authors show that the creation of examples can involve transforming and reorganizing knowledge and that, although this is usually done by authors and teachers, if the responsibility for making examples is transferred to learners, their knowledge structures can be developed and extended. A multitude of examples to illustrate this is provided, spanning primary, secondary, and college levels. Readers are invited to learn from their own past experience augmented by tasks provided in the book, and are given direct experience of constructing examples through a collection of many tasks at many levels. Classroom stories show the practicalities of introducing such shifts in mathematics education. The authors examine how their approach relates to improving the learning of mathematics and raise future research questions.*Based on the authors'' and otherTrade Review"...found this book enlightening and delightful, useful for the teacher and thought provoking for the researcher....one of the most enjoyable and enlightening aspects of the book, namely, the more than sixty mathematical tasks sprinkled between it covers."—International Reviews on Mathematical Thinking"The authors...describe this text as being 'about the teaching strategy of asking learners to construct their own examples of mathematical objects.' They 'show not only can all learners construct mathematical objects, but the act of construction can engage learners who might otherwise be passive and uninterested.' Recommended."—CHOICE"The book is a worthy addition to any library. It will appeal to a diverse audience: Anyone who enjoys the thrill of communicating and sharing the satisfaction of unanticipated discoveries through the act of constructing examples will welcome the book."—Mathematical Thinking and Learning"I have read the book both as a mathematics educator, and, more recently, as a teacher educator. Both I and my students have been constantly surprised, as we read each chapter, at how applicable, fresh, and generative the idea of using learner-constructed examples in the classroom has been....Everyone, from the kindergarten to the high school teacher, and from the special education consultant to the doctoral student, has found ideas to work with, to try, and to challenge and improve their own practices."—Nathalie SinclairMichigan State University"....I found this book enlightening and delightful, useful for the teacher and thought-provoking for the researcher." --Michael N. Fried, ZDM 2006 Vol. 38"The book is a worthy addition to any library. It will appeal to a diverse audience: Anyone who enjoys the thrill of communicating and sharing the satisfaction of unanticipalted discoveries through the act of constructing examples will welcome the book."--Mathematical Thinking and Learning, Vol. 8, No. 4Table of ContentsContents: Preface. Introduction in Exemplification in Mathematics. Learner-Generated Examples in Classrooms. From Examples to Example Spaces. The Development of Learners' Example Spaces. Pedagogical Tools for Developing Example Spaces. Strategies for Prompting and Using Learner-Generated Examples. Mathematics as a Constructive Activity. Appendices.

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Book SynopsisRedefining More Able Education is an essential, up to date and challenging introduction to the many factors involved in teaching more able students. Written by Ian Warwick, founder of London Gifted and Talented, and Ray Speakman, this book challenges our understanding of provision for the more able and explores ways in which we can ensure that students reach their full potential. Providing a thorough overview of topical research, the book offers a range of practical solutions for engaging students and encouraging them to become more independent in their learning. Warwick and Speakman explore key ideas including differentiation, resilience and motivation, and unpick issues including the history of more able education, the relationship between intelligence and achievement, working with marginalised groups and how students can overcome barriers when applying to top universities. A dedicated chapter summarises 21 easy-to-implement strategies that can make a real differenTable of ContentsPreview Part One 1. Introduction: What to take on board? 2. Framing more able education: Baggage check? 3. History’s mislaid ideas: Lost property? 4. IQ and character: Boarding Passes? 5. Submerged populations and overlooked student groups: Missing passengers? 6. The long shadow of poverty: Restricted Visibility? 7. What research tells parents: Accompanied or alone? Part Two 8. Whose classroom is it anyway? Seating allocations? 9. What drives exceptional teaching and learning: Altitude or speed? 10. Dependence to independence: Autopilot or co-pilot? 11. Underachievement and motivation: Lost horizons? 12. The journey to university: The long haul? 13. 21 ways to shape a whole school culture: Happy landings? 14. Glossary of concepts: Passport check?

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Strength and Conditioning for Young Athletes: Science and Application offers an evidence-based introduction to the theory and practice of strength and conditioning for young athletes. Fully revised and updated, this second edition draws on leading research to offer a holistic approach to training centred on the concept of long-term athletic development and the welfare of the young athlete.With 20 new authors and 8 new chapters, the book explores every key topic in strength and conditioning applied to young athletes, including: Growth and maturation Talent identification and talent development Monitoring and assessment Coaching young athletes Motor skill development Strength development and plyometrics Speed and agility development Metabolic conditioning Mobility and flexibility Periodisa

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisOften thought of as a predominantly âmaleâ disorder, autism has long gone unidentified, unnoticed and unsupported in girls â sometimes with devastating consequences for their social and mental well-being. As current research reveals a much more balanced male-to-female ratio in autism, this book provides crucial insight into autistic girlsâ experiences, helping professionals to recognize, understand, support and teach them effectively.Drawing on the latest research findings, chapters consider why girls have historically been overlooked by traditional diagnostic approaches, identifying behaviours that may be particular to girls, and exploring the âcamouflagingâ that can make the diagnosis of autistic girls more difficult. Chapters emphasize both the challenges and advantages of autism and take a multidisciplinary approach to encompass contributions from autistic girls and women, their family members, teachers, psychologists and other professionals. The result is an invaluable sTrade Review"This book provides an excellent combination of personal experience and current research to highlight the importance of understanding girls and women on the autism spectrum. Throughout the chapters the issues of importance that are presented over and over again are about the need to value strengths and individuality; develop relevant strategies; be flexible; and build supportive networks, including ‘true’ friends; to ensure autistic girls grow into strong and self-reliant young women who can be whatever they want to be. I would recommend this book to anyone teaching, working with, or supporting young autistic women, who wants to contribute to their future success." - Dr Debra Costley, Associate Professor of Education, University of Nottingham, UK."A very well-timed book for the field, it deals a topic that is extremely underrepresented, girls with autism. It offers a thorough exploration of the topic that has a strong foundation in research. It is a very comprehensive analysis, which is particularly powerful when you read the lived experience section. Congratulations to the authors on producing a coherent, engaging and important book." - Phyllis Jones PhD, Professor in the department of Teaching & Learning, University of South Florida, USA."This book is essentially very positive despite the unflinching descriptions of the complexities of life and school and the barriers that exist for girls with autism. It maintains a focus on what is possible and what is achievable even with the current reality for the majority of poorly coordinated support and insufficient services. It is a highly recommended read both for parents and for professionals working in or with schools, colleges, career services, as well as the health and social care sectors." - Dr Rob Ashdown, Editor, PMLD Link"What stands out most from this new, highly informative and skilfully edited collection are the lived experiences of the contributors; presented as honest and open accounts by girls, young and adult women describing the way autism affects their relationships with the world around them… For any social worker with an interest in the life course development of girls to adolescents to young adults this book will provide a heartfelt and highly informative insight into the lives of vulnerable and often marginalised females." - Mark Goodman, British Journal of Social WorkThe subject of girls with autism has so far been under represented and this timely book addresses the knowledge gap with a thorough exploration of the topic and up-to-date research... Giving voice to the experiences, concerns, needs and hopes of girls on the autism spectrum, results in a text that will help to provide parents, teachers and other professionals with essential information to support and teach them more effectively. Early Years Educator (EYE)"Girls and Autism by Carpenter, Happé and Egerton brings together an important blend of personal and family experiences and the current research evidence. The focus of this book is specifically on girls and women on the autism spectrum, an area that has up to now been neglected, due to the attention on boys and men... This book makes an important and new contribution and is relevant to practitioners working in education, health, social care and independent sectors supporting young women with autism." - Professor Michael Brown, Learning Disability Practice "This collection of voices is not simply a review of the current knowledge and perspectives on girls and women with autism, but a manifesto. Whether you’re a teacher, clinician, parent, or autistic female yourself, you can play a part in effecting meaningful change... I would urge you to read this important discourse yourself." - Eloise Stark, The Psychologist"This summary of science and experience pushes us to look more closely for autism in girls. Credit goes to the authors and other leadership figures who have evidently challenged the clinical, educational and therapist sectors in the UK to recognise the problems of autism in girls and act!" - Dr David Dossetor, Journal of Mental Health for Children and Adolescents with Intellectual and Developmental Disabilities"I predict that this comprehensive book will quickly become a course reader for those wishing to research girls and autism. There are contributions from people eminent in a wide variety of fields of autism knowledge, many poignant, thought-provoking quotes from the pupils of Limpsfield Grange school and first-hand accounts, opinions and current research issues. There are five sections: Introduction to Autism in Females; The Lived Experience; Autism and Education; Adolescence and Social Networks; and Looking to the Future. Chapters cover identification, teaching and learning strategies, challenges and advantages of autism, and differing community backgrounds. There are also suggested multi-disciplinary approaches and implications for planning. Female traits, such as masking, are brought to the fore and arguments are made for greater general 'myth busting'. Personal accounts identify how females with autism can still be negatively treated within the workplace, even beyond middle age. Guest ions are raised and answered about sexuality, mental health, transitions and friendships. This book is invaluable for anyone interested in this topic." - Janet Oostendorp, SEN/SpLD Specialist Teacher, Catalyt Tuition, in nasen"The broad scope of voices that fill this book, from young autistic girls and established autistic women sharing their wisdom, to the families, educators, support groups and researchers who work with them, is one reason this book is so important and such a success at shining new light on our understanding of such previously misunderstood members of our community. This book will be an invaluable resource for all those who work and live with autistic girls, as well as, of course, to those girls and women themselves." - Craig Warren Smith, Australasian Journal of Special and Inclusive Education"Here is a missing piece of the puzzle of autism. A strength of the book is the way that the editors have drawn from experts who write from their own experience and research... Overall, this book can be recommended especially for teachers, parents and those with autism, it further can be a useful text for mental health and learning disability professionals." - David Rawcliffe, Journal of Mental HealthTable of ContentsAcknowledgements Contributors Preface Foreword PART 1: Introduction Chapter One: Where are all the autistic girls?: an introduction Chapter Two: What does research tell us about girls on the autism spectrum? PART 2: Girls and autism – the lived experience Chapter Three: The advantages of autism: a personal journey Chapter Four: Raising the voice of the lost girls Chapter Five: Introducing ‘What we want the world to know’ from the girls of Limpsfield Grange School Chapter Six: Black girls and autism Chapter Seven: Girls Group: respecting the female identity of girls with autism in a school setting PART 3: Girls, autism and education Chapter Eight: Leadership issues in the current educational climate Chapter Nine: Building a specialist curriculum for autistic girls Chapter Ten: Included or excluded?: school experiences of autistic girls Chapter Eleven: Girls who ‘can’t help won’t’: understanding the distinctive profile of Pathological Demand Avoidance (PDA) and developing approaches to support girls with PDA PART 4: Autism, adolescence and social networks Chapter Twelve: What do we know about the neuroscience of autism in girls and women? Chapter Thirteen: Mental health and girls on the autism spectrum Chapter Fourteen: Friendships on the autism spectrum Chapter Fifteen: Help us make our own way: talking to autistic women and girls about adolescence and sexuality PART 5: Autistic girls – looking to the future Chapter Sixteen: Girls for the future: transitions and employment Chapter Seventeen: Supported teachers supporting girls: a whole-school model of support for the education of young people with autism Chapter Eighteen: Run the world, girls: success as an adult autistic female Chapter Nineteen: Epilogue: a call for action Index

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Book SynopsisThe second edition of this important and practical text provides specific information to guide teachers in planning and carrying out genre writing instruction in English for K8 students within the content areas. Informed by systemic functional linguistics (SFL)a framework conducive to instruction that views language as a meaning-making resourcethis book guides teachers by presenting concrete ways to teach writing in the language arts, science, and social science curricula. Introducing theory of language that is effective in addressing the writing development of all students, especially multilingual/multicultural groups, the book provides essential scaffolding for teachers to design and implement effective, inclusive curricula while building their own knowledge. Fully up to date, the second edition features new genres appropriate for middle school, examples of student writing, an expanded focus on genre pedagogy, a new chapter on bilingual learners, guidance for teachinTable of ContentsPreface and AcknowledgementsChapter 1 Principles for PracticeChapter 2 ProcedureChapter 3 Recounts and MemoirsChapter 4 Historical GenresChapter 5 Fictional NarrativesChapter 6 ReportsChapter 7 ExplanationsChapter 8 ArgumentsChapter 9 Enhancing Writing Instruction for Bilingual LearnersAppendix A: Unit Template Sample with Explanations of what to Include

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Book SynopsisRewilding Children's Imaginations is a practical and creative resource designed to engage children in the natural world through folktales, storytelling, and artmaking.The guide introduces 21 folklore stories from across the world alongside 99 creative activities, spanning nature and the four seasons of the year. Using the lens of folktales and myths of the land, children are encouraged to explore a variety of activities and exercises across different arts media, from visual art making to storytelling, drama, and movement.This resource:Helps teachers and group facilitators to build confidence in offering a range of creative learning experiences, inspired by nature.Provides a collection of easy-to-use, cross-curricular and storytelling activities.Allows children to connect with nature, their imagination, and folktales from around the world.Trade Review"Rewilding Children’s Imaginations does a magical job of combining cross-curricular skills with creative activities inspired by the natural world and multi-cultural folktales. The detailed yet easy-to-follow plans offer a range of playful and stimulating ideas for children to develop their confidence in oracy and storytelling. Learning should always look like this: child-centred and discussion-led with rich and diverse material to ignite the imagination." Marina Lewis-King, Programme Manager, A New Direction"Rewilding Children's Imaginations is a must-read for all practitioners of primary-aged children. This easy-to-follow guide connects the magic of the outside world with the children they teach. Rich with stories from around the globe, it offers an escape from the digital world and 'bottom in seats' educating, into the depths of exploration and creativity that all children deserve. It promotes exciting storytelling, brimming with language, oracy and drama which can be used to support in all established curriculums. Connecting with nature can help the children to see that they are part of something much bigger, freeing children's imaginations." Zoe Bagheri, Assistant Headteacher and Senior Mental Health Lead"One of the greatest tragedies of modern civilization has to be the divide we created in our imagination between nature and humans. This book provides a brilliantly written and researched account of just why that divide is a fantasy. It is an inspirational and practical guide for those who want to show our children the pathway back." Dr Eugene Hughes, Psychotherapist, Co-Founder of Lead Like a River: The Times Top 20 Life Changing ExperiencesTable of ContentsAcknowledgements ForewordIntroduction to Rewilding Children’s Imaginations Chapter 1 - Benefits of creative nature-inspired learning for childrenChapter 2 – How folktales and oral storytelling can support childrenChapter 3 – How artmaking creates a bridge with nature Chapter 4 – Introduction to Folktales, Storytelling and Creative Activities Chapter 5 - Folktales ConclusionLinks to organisationsSources of folktales References and bibliography

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Book SynopsisThe second in The Essential SENCO Toolkit series, this resource clarifies and explores the key distinctions between quality first teaching adjustments, resources/support and interventions. It allows practitioners to develop their practice effectively and strategically to capture the true impact of SEND provision, by shifting the focus from the âwho and whenâ to the âwhat and whyâ.Chapters also include original frameworks â the 4 Functions of Learning Support â to help with the deployment of teaching assistants and to provide a shared language of support, as well as resources that support the application of the 7 Cs Learning Portfolio (introduced in the first book in the series, SEND Assessment) and an intervention index to fully understand the purpose and effectiveness of interventions. Key features offered: An introduction to the 4 Functions of Learning Support, providing a measurable language of learning support to help practitionerTable of ContentsIntroduction. 1. Assessment and Intervention. 2. SEND Provision with Purpose. 3. Action with Intent. 4. The 4 functions of Learning Support. 5. Resources for Mediation and Reinforcement. 6. Resources for Assessment and Intervention. 7. The role of Adults. 8. Interventions – to buy or not to buy?. 9. Capturing the impact of SEND Provision. 10. Getting Started – The 7 P’s of SEND Provision.

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Book SynopsisThe Gingerbread Man was rather a handful, but wait until you meet the Ninjabread Girl! With a Hiiiiii-yaaaaa! she runs away saying, Run! Run! So fast like a twirl you can't catch me, I'm the Ninjabread Girl! Can the Ninjitsu Trainer catch her? What about the crocodile? Or the wolf? Can nothing stop her? On her journey, the Ninjabread Girl writes the story with the assistance of the spirit fox Kitsune and Punctua, the Fairy Godmother of Writing, to punctuate properly and become a bestselling author. Descriptosaurus Punctuation in Action Year 1: The Ninjabread Girl is part of a short series of age-specific, beautifully illustrated stories that can be read for pleasure and/or used as a contextualised resource, containing a step-by-step guide to teaching punctuation. The characters from each story are used to demonstrate a range of punctuation rules in a fun and engaging way appropriate to the book''s age group. Areas covered include:Table of ContentsAcknowledgements Introduction PART A: THE STORY OF THE NINJABREAD GIRLCHAPTER 1 The Ninjabread Girl PART B: LEARNING PUNCTUATION WITH THE CHARACTERSCHAPTER 2 Meet the Characters Section 1: The Ninjabread Girl Section 2: Kitsune Section 3: Punctua (the Fairy Godmother of Writing) CHAPTER 3 Editing a Story Section 1: Writing and Editing Tips Section 2: Sentences Section 3: Comma Splicing CHAPTER 4 Capital Letters Section 1: Beginning of a sentence/names of people Section 2: Names of places Section 3: Days of the Week and Months of the Year Section 4: Editing checklistCHAPTER 5 Question Marks CHAPTER 6 Exclamation Marks CHAPTER 7 Inverted Commas (Speech Marks) Section 1: When and How to Use Inverted CommasSection 2: How to Punctuate Inside the Inverted Commas CHAPTER 8 Apostrophes Section 1: Apostrophes for Possession Section 2: Apostrophes for ContractionCHAPTER 9 Commas Section 1: In a list Section 2: To avoid misunderstandingsSection 3: To separate parts of a sentence APPENDIXNinjabread Girl’s Editing Checklist Level 1: punctuationNinjabread Girl’s Editing Checklist Level 2: punctuationKitsune’s ChallengeCertificate: Editing Level 1 Certificate: Editing Level 2

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Book SynopsisAt The MTPT Project we know that teaching can be a sustainable career choice for parents, and in this essential handbook, we show you how. Supported by case studies celebrating the best that the family friendly schools and happy teachers in our community have to offer, this book is a lifeline for both educators aspiring to combine their passion for teaching with becoming a parent, and the school leader who wants to empower them. However you become a parent, or choose to grow your family and your career, this handbook will provide you with the guidance and cheerleading that you need to fulfil your personal and professional aspirations. The book is divided into nine chapters, guiding readers from the first considerations of family planning, all the way through to the reality that some teachers and leaders may choose to leave classrooms for good. Each chapter includes: the latest research on working families legalities associated witTrade Review"I am thrilled to endorse this important and comprehensive book focusing on the practical, psychological and organisational considerations of these critical issues. Through shining a light into sometimes uncomfortable or unexamined spaces in our system, the authors provide an informed and rigorous resource to support individuals and organisations. A powerful and useful addition to the education and leadership literature." Liz Robinson, Co-Founder and Co-Director of Big Education Table of ContentsCONTENTS Dedication and Acknowledgements All About The MTPT Project About The Chapter Authors Foreword from Dame Vivienne Porritt Introduction Planning for a Baby: Should we ‘Leave Before we Leave’? Claire Neaves Expectant Teachers: Breeders or Leaders? Naomi Shenton What is the Right Way to do Childcare Leave? Charlotte Bell MaternityCPD / PaternityCPD – Celebrating Choice Lucy Hemsley Rate of Return: Investing in Colleagues Returning from Parental Leave Charlotte Woolley Work Like You Don’t Have Kids… Flo Keith "Family Friendly", or Simply Good Leadership? Emma Sheppard Baby, Come Back! Supporting Teachers Returning to the Classroom Sherish Osman Time to Say Goodbye? Jennifer McCloskey Afterword from Bridget Clay

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Book SynopsisThis book examines the development of play skills and schemas to support children with learning differences and physical disabilities in learning to play. It highlights the need for appropriate playground equipment in all school settings that educate children with physical disabilities and sensory needs to ensure equal opportunities for outdoor play.Several play approaches for meeting sensory needs are discussed including Lego therapy, Art therapy, Sand play and Soft play. Digital play for students with physical disabilities is an important chapter in the book. Role play and the ways in which virtual reality and psychodrama support anxieties that some students have is another important chapter. There is also a chapter devoted to parents on how they can support their child at home and how the school can support them.At the end of the book there is a plethora of resources that readers can copy or adapt to suit their setting. The book provides support for those managTable of ContentsIntroduction. 1. The Importance of Play. 2. Outdoor Play. 3. Lunchtime Play for students with Special Needs. 4. DIR floortime ™ in a school setting. 5. Sensory Play. 6. Play Therapy. 7. Lego® and Constructive Play. 8. Role Play. 9. Digital Play. 10. Parents and Play. 11. Resources. Appendix. Bibliography. Index

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Book SynopsisStart your morning with a daily dose of inspiration! Bestselling author Danny Steele, known for his motivational @steelethoughts tweets, brings you a powerful quote for every day of the year.You'll find quotes on topics such as reaching your students, working with colleagues, taking care of yourself, remembering your purpose, and more. Read them to kick off your morning, to wind down at night, or whenever you need to recharge. The uplifting, insightful quotes will remind you of the positive impact you're having on your students, each and every day.Table of Contents1. Introduction 2. 365 Quotes 3. Index of Quotes by Topic

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Book SynopsisThis timely book offers a raw critique of the current educational issues and debates, alongside teacher hacks' to provide teachers, trainee teachers and educators with a plethora of stimulating material to ignite curiosity, maintain passion and culture creativity in the classroom. Made in partnership with academics and primary school teachers working on the frontline from around the globe, this book is threaded with honest practitioner voices as the big educational issues are boiled down and explored. Chapters cover day-to-day organisation such as planning, subject knowledge, setting homework and behaviour management strategies, right through to considering how we can best support children's mental health and staff well-being. As well as including critical questions to encourage reflection throughout, the book offers insights into meaningful experiences such as: Teaching overseas Taking on responsibility roles in schools ConsiTable of Contents1. Introduction 2. Classroom organisation 3. Behaviour management 4. Planning 5. Subject knowledge and pedagogy 6. Maths anxiety in the classroom 7. Formative assessment 8. Engaging with parents and carers: Promoting the home-school partnership 9. Teaching assistants 10. Fundamental British values: What is British about them? 11. The wider curriculum 12. Career progression and further study 13. The power of actioning action research: Becoming an educational researcher 14. Teaching overseas 15. Developing parent partnerships after COVID-19 lockdowns: Giving a positive spin to the effects of the pandemic 16. Supporting pupils’ well-being 17. Self-care and well-being for staff 18. Homework

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Book SynopsisLearning to read and having access to a rich reading curriculum has a huge impact upon us both emotionally and academically. so how can we ensure that it is seen as an entitlement of all learners, including those defined as having profound and multiple learning difficulties (PMLD) and the most complex needs?This accessible book provides professionals with the knowledge and confidence to develop reading for all learners. It integrates the latest ideas and research into a practical framework to create an inclusive reading curriculum and support learners across the whole education spectrum, including those with the most complex needs. Each chapter includes a mixture of research, strategies, and case study examples, demonstrating how reading supports both wellbeing and access to learning and - with stories - provides a versatile vehicle to build on vocabulary and expand our ability to think and learn about our place in the world.Teaching Reading to All Learners IncludinTrade Review"This book is highly recommended for all teachers (and others) with an interest in reading, whether or not you currently teach a child with complex needs... Inspirational and full of hope!" - Alex Grady, nasen ConnectTable of ContentsIntroduction1. Why prioritise reading for all?2. Where to begin and the importance of high expectations3. The importance of accessible literacy rich environments4. How does reading develop?5. The role of foundation skills and the teaching of reading- where does phonics fit for learners with complex needs? 6. Why learners have difficulty learning to read – importance of the stages of processing and strategies to support7. Practical ways into planning for an inclusive reading curriculumConclusionIndex

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Book SynopsisReligion and Worldviews: The Triumph of the Secular in Religious Education provides the first serious analysis and review of the Commission on Religious Education's proposed worldviews framework for the subject. It argues that religious education has an important contribution to make to the aims of liberal education and examines whether the shift to a worldview framework is capable of overcoming current weaknesses and initiating a new positive direction for the future. Chapters explore the role of worldviews in Religious Education, covering key debates including: Whether there is need for new legislation on RE The nature of professionalism and the role of experts' The extent to which there is educational value in study of the personal worldviews of students The role of the religious voice in RE The relation of religions to religious worldviews The aims of RE The relationship between the state and religion CoTable of ContentsIntroduction: From religions to worldviews, 1. The Religious Education Commission: A view from the inside, 2. A New Settlement? A defence of the 1944 Act, 3. Who are the professionals in religious education? The Commission on Religious Education’s side-lining of the religious voice, 4. Does the worldviews approach provide a new paradigm for religious education?, 5. The world is not enough: Religious education beyond worldview perspectivism, 6. The philosophy of ‘worldviews’, 7. ‘Religion’, ‘worldviews’ and the reappearing problems of pedagogy, 8. Worldviews – a threat to religious education but ignored in science education?, 9. Turning to worldviews education instead of religion: Helpful solution or even more problems? A perspective from Germany

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Book SynopsisTransformative Education aims decisively to transform the world of education and to nurture the next generation to become problem-solvers and creative thinkers, empowered with the necessary skills to make this world a better place. It provides practical methods for sustainable, integrative, and active learning, and investigates the why' behind these proven and effective methods.Discussing the different levels of subject integration in school, from intradisciplinary to transdisciplinary teaching, the authors analyse their potential holistic impact and knowledge retention effectiveness. With a substantial section on the efficacious teaching of the increasingly indispensable field of critical thinking, this book is built up first around a discourse of the intended methodology, secondly, it also includes a very practical mid-section with direct and meticulously described project ideas for teachers to try out, and finally a discussion and an analysis on what effects the pTable of ContentsForeword by Pamela Burnard : ‘THE CASE FOR A SUSTAINABLE TRANSDISCIPLINARY ACTIVE & RELATIONAL TEACHING METHOD’ Foreword by Professor Lew Hee Chan 1. Introduction2. Definition and Scope3. Methodology4. Examples and Inspiration5. Discussion and Analysis6. ConclusionRefrerencesIndex

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Book SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the storybooks. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.A vital resource, full of practical advice for developing and nurturing children's emotional, mental and physical wellbeing, this toolkit offers a range of easily implementable, creative options to teach young people how to be with their feelings, themselves and each other with acceptance, kindness and compassion. Using storytelling, movement, drama, art, spoken word, guided meditations and providing plenty of photocopiable and visual aids, the Being With Our Feelings toolkit is a must-have resource for ensuring a mindful, embodied approach to wellbeing. Centred around the teaching of seven key principles carefully designed to develop healthy relationships with our feelings, this toolkit Trade Review"An astounding, sympathetic and empathetic guide to children's emotional health and wellbeing which surely must find a place in every school… It’s just brilliant."Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’."At a time when wellbeing has never been more important, Anita Kate Garai has created a comprehensive and heartfelt guide to embedding practices of awareness, kindness and reflection to how we relate to ourselves and our emotions… a magnificent resource."Lorna Walker, Wellbeing Writer for BBC, Senior Teacher at Youth Mindfulness, Founder of Compassionate System."I love these books! A wonderful toolkit that is a must-have for schools looking to improve their emotional literacy and working with children on how to accept and manage their emotions… I’d recommend Being with Our Feelings to all schools."Penny Whelan, Assistant Head and SENCO, Luton"This book is an essential tool in any teacher’s tool box. It encourages thinking from the point of validating one’s own feelings and gives creative and thoughtful strategies for moving forwards. As a former Primary School Headteacher, Advisor and Consultant to schools, I would not hesitate to ensure that schools and staff had access to this material and used it."Diane McHarg, Former Headteacher, Senior Advisor to Brent Education Authority (London) and Educational Consultant for Headteachers."This is a true guide in how to accept feelings and emotions, and work with them. There are excellent practical activities to develop awareness, for both children and adults alike. The support of exercises and resources facilitate the Being With Our Feelings approach being integrated into schools, so that we can support our children emotionally, with understanding and compassion. Reading this has been a great CPD session for me."Chris Dyson, Head Teacher Parklands Primary School, National Leader of Education."Reading these books makes troubling feelings more relatable and ‘normal.’ As adults, we sometimes forget what it was like to experience these feelings for the first time and feel the isolation that can bring. Being With Our Feelings reminds us all that it is okay to feel the things we feel. Teachers, parents and other carers will find them a very useful tool to help children open up to them."Sally Mofrad, Education and Wellbeing Child Care Worker"There is a great need for this resource. The distinction of being with your feelings, as opposed to seeing them as something to be fixed, is an incredibly important and highly welcome approach. As one reads, we are reassured by Anita Kate’s authority in her field. We can feel her extensive education, training, research, her cross curricular skill set, and her creative and therapeutic experience - both personally and professionally. I love the way the four rhyming stories are written with a strong youth voice element running through, which makes them feel unique and very honest. I will definitely be using Being With Our Feelings extensively in my work and recommend others to do so too."Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. "Never more needed than now, Being With Our Feelings is an extremely comprehensive resource to support the development of emotionally literate children and adults... Fabulous for any school."Gaynor Price, SEMH Advisory Teacher, City of Birmingham School."Being With Our Feelings is an easy-to-read, highly engaging and go-to resource, that offers out quickly digestible advice… One of the great appeals of this resource and what sets it apart from others, is that it teaches a mindful approach to emotional discomfort, dealing with difficult feelings like anxiety in an accessible, embodied and non-judgemental way. This resource gives me hope that one day our educational system and our world, will be a more mindful, kinder and less anxious place."Emma Whewell, FS Lead, Shepherds Down Special School. Special & Teen Yoga and Mindfulness Teacher.Table of ContentsPART 1: ABOUT BEING WITH OUR FEELINGS (BWOF) PART 2: ACTIVITIES & RESOURCES 1. Keys 1 and 2 (YEAR 3) 2. Keys 3 and 4 (YEAR 4) 3. Keys 5 and 6 (YEAR 5) 4. Key 7, all 7 Keys and transition (YEAR 6) 5. Integrating BWOF Across the School Community PART 3: More Photocopiable Resources 1. The 7 Keys 2. The BWOF questions for mindful embodiment 3. First Aid Box of Mantras 4. Feeling Cards 5. Blank cards 6. Word Banks 7. Door Signs/Posters 8. Badges 9. Useful Phrases 10. Feeling Bubble 11. I Am Feeling… 12. The Creativity Explorers 13. TEARS structure 14. Blank TEAR 15. Language Swaps 16. Meditations PART 4: Appendix

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Book SynopsisAll About Autism is an accessible and informative guide for primary school teachers, designed to increase their knowledge and understanding of autism and enhance their toolkit with practical, adaptable strategies to support autistic children in their care. The book initially explores key traits and terminology, debunks myths and misconceptions, and shines a light on the strengths and abilities of autistic learners. It then introduces readers to a range of easy-to-implement ideas for practice and concrete solutions to provide further support, all with the child at the heart. All About Autism includes: Practical strategies tailored to the primary key stages with current research broken down into easily digestible chunks Guidance on a range of topics, from the importance of play for developing communication and supporting sensory needs to building peer relationships and social awareness for all Strategies to create an autistic-friendly Trade Review"In this book, Lynn really speaks to teachers, recognising the lack of initial training to support the positive teaching of autistic children, but also the crucial part teachers and para-professionals can play in supporting autistic children to thrive. What makes this book a ‘must read’ is its focus on autistic voices, which brings examples to life and the fact that the practical strategies offered for primary schools can be immediately put into practice." – Nicola Crossley, CEO NAS Academies Trust and National SEND representative for ASCL "Lynn recognises that knowing how best to meet autistic students’ needs may often feel daunting, particularly in busy, demanding classrooms. As a specialist teacher, Lynn’s desire to bring out the best in every pupil, matches that of her readers. Here she shares her wealth of knowledge and experience of supporting autistic students, providing highly practical, tried-and-tested, ‘lived-experience’ advice and examples, relevant for teachers, school support staff, as well as consulting professionals, including Educational Psychologists, SLTs and OTs. This resource also offers an easily accessible update on current thinking around autistic experiences, developing a wider understanding of Neurodiversity within education, and further helping to reduce the Double Empathy gap" – Lisa Chapman, Lead Speech and Language Therapist at BeeU: Child & Adolescent Mental Health Services, Midlands Partnership NHS Foundation Trust "This is a book that should be in every staff room. It’s clarity and plethora of practical easy to implement strategies will enhance teachers’ inclusive practice. It is also a bible for understanding Autism in current times." – Sally Glossop, Lead for the Graduated Response Herts county council "Lynn's dedication to making the world a better place for autistic people shines through this book from every page. This, combined with her understanding of what it is like to be a teacher in a busy classroom with a million things on your to-do list already, makes this book a super practical guide. If you want to do better by the autistic children in your classroom then this is the book for you." – Joanna Grace, Sensory Engagement and Inclusion specialist and Founder of The Sensory Projects. "Lynn’s research and work with autistic people has once again informed her excellent books. The work with autistic young people, doing ‘what’s right for me’ is outstanding in achieving best practice for those young people and beyond to their families and classmates. I would recommend both the primary and secondary editions to inform and enable all school staff to fully understand and support the young people in their care." – Dawn Brown, SEND Assistant Head, Hertfordshire "School staff generally receive such little training about autism that becoming an expert in teaching autistic pupils may seem out of reach. This brilliant book provides a solution, with clear explanations of autistic differences and potential barriers to learning, plus multiple strategies to support autistic children in school. What makes it so special, however, are the quotes and diversity of experiences that Lynn shares. These evidence autistic pupils as unique and neurodivergent, not disordered, and encourage practitioners to see the power of their curiosity and care as the route to helping these children thrive." – Ruth Moyse, Director and Associate Consultant, AT-Autism "What do we do when faced with a class of children who don’t learn how we teach? A question posed as you start reading that resonates. With an increasing number of our children being diagnosed with Autism, teachers are seeking more support on how to help. Reading this book will develop your understanding around the real challenges autistic children may be faced with daily. As you read, you will become more aware of how topics such as bullying, sensory differences, communication and engaging with the curriculum can affect even our youngest children. A section on ‘masking’ is useful when discussing concerns raised by parents. The voice of autistic children has been captured and it is their perspective alongside the deeper understanding gained that encourages reflections on current practice and an eagerness to think differently about how some lessons and the school day may be presented to our children." – Julie Osbaldeston, Deputy Headteacher and SENDCo, Freshfield Primary School "As an autistic children's occupational therapist, specialising in neurodivergent affirming practice I spend a great deal of time supporting autistic children, their parents and teachers. I have followed Lynn's work via social media interactions for a number of years and know how valued her input is to the autistic and educational communities. This book feels so appropriate for the time, where Primary SENCOs, Inclusion Leads and pastoral staff need to know quickly and effectively how to support neurodivergent children to build healthy foundations for not only their educational outcomes but mental health and wellbeing." – Holly Sprake-Hill, Neurodivergence Specialist, Sparkle Occupational Therapy "This wise and practical book approaches autistic pupils with kindness and curiosity, clear in the knowledge of what you need to do in early years and primary education. It not only shares the perspective of autistic children using the experiences of autistic people and children Lynn has worked with, but also combines that with the understanding of an advisory teacher who has worked in a range of different phases and settings. If you are looking for specific strategies to use, whilst understanding WHY that approach is more likely to work, this book is a wonderful place to start." - Sarah-Jane Critchley, Author, Speaker, Consultant and Coach, Different Joy Partnership Table of ContentsForeword Acknowledgements Introduction What we know about autism Co-occurring conditions Language is important Part 1 How I do things differently - The voice of autistic children Communication Stimming Social interaction Masking The autistic sensory experience Part 2 Teaching autistic children: practical strategies Getting it right from the start The classroom environment The Classroom layout in the Early Years The Classroom layout in the Lower Primary Years Additional environment adaptations in Upper Primary classrooms Organisation and routines Executive Functions and autism Structure and Predictability Visual communication Visual timetables Other ways of using visuals to support communication Early Years visuals Useful verbal communication Teaching the Curriculum Motivation The Early Years Curriculum The Primary curriculum Writing Assessments, class tests and exams Supporting behaviour that concerns The role of teaching assistants Social support Playtimes Bullying Emotions and anxiety support Meltdowns and shutdowns Transitions Part 3 Further resources and links Bibliography

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Book SynopsisWhat knowledge will make you most effective as a teacher? New teachers are often bombarded with information about the concepts they should understand and the topics they should master. This indispensable book will help you navigate the research on curriculum, cognitive science, student data and more, providing clarity and key takeaways for those looking to grow their teaching expertise.What Do New Teachers Need to Know? explores the fundamentals of teacher expertise and draws upon contemporary research to offer the knowledge that will be most useful, the methods to retain that knowledge, and the ways expert teachers use it to solve problems. Written by an educator with extensive experience and understanding, each chapter answers a key question about teacher knowledge, including: Does anyone agree on what makes great teaching? How should I use evidence in my planning? Why isn't subject knowledge enough? What should I know about my sTrade Review‘If only this book had been there for me as a new teacher twenty-something years ago. But it is here now, and I commend it to you. Peter writes so engagingly. He has a deep knowledge of teaching and a love of the profession. This is a book you’ll keep coming back to throughout your career.’Matthew Evans, secondary school Head Teacher, author of Leaders with Substance and co-author of The Next Big Thing in School Improvement‘Starting out in teaching can be daunting; it's a steep learning curve with so many ideas to absorb that it can be overwhelming. With this book Peter Foster has used his experience to produce a superb guide through the big issues that new teachers face including cognitive science, behaviour management, curriculum development and the process of teacher development itself. Written in a punchy style with excellent summaries, great sign-posting to key research and further reading and lots of grounded-in-reality case studies from practising teachers, I can see this being incredibly reassuring and useful as a reference for any new teacher - and plenty of more experienced colleagues too.’Tom Sherrington, author of Teaching Walkthrus‘This book should be owned by every trainee and early career teacher, their mentors, and senior leaders responsible for CPD, although teachers at any career stage will find content of both interest and practical value. It’s an incredibly rich and comprehensive text, covering a wide range of areas from behaviour, to pedagogy, to curriculum and assessment, with an evidence-informed approach and engaging, accessible style. What makes this book so unique and valuable is its approach to knowledge-building – the reader is taken through not just a list of the knowledge we need as teachers, but a description of what the development of this knowledge looks like in practice. How does "how we learn" affect "how we should learn to be great teachers?" – Foster has the answers. If you read one book on education this year, make it this one.’Ruth Ashbee, Senior Deputy Head Teacher, Holly Lodge High School, Author of Curriculum‘In What Do New Teachers Need To Know?, Peter provides an evidence-informed overview of key aspects of knowledge that teachers develop. Rooted in reflections of his own experience, Peter highlights how teachers develop expertise in specific domains, from managing behaviour in a class, toknowledge of the curriculum. A practical user-friendly guide, this book is a must for teachers entering, or starting out in the profession.’Nimish Lad, Curriculum and Research Lead‘If you're a trainee teacher, an ECT or you work with new teachers, this book is a fantastic resource. It demystifies the process of improving as a teacher and is full of crystal clear advice. I only wish that I'd had this at the beginning of my career!’Nick Hart, Executive Headteacher – The Alwyn and Courthouse Federation‘This superb book sets out with remarkable clarity and credibility what any new teacher would need to know to hit the ground running in the first few years of their career. Full of evidence-informed wisdom, Foster's writing pulls no punches in challenging some of the less effective but deeply ingrained practices that exist in schools. Like any good mentor, this book takes the reader under its wing and supports them to acquire the knowledge they need to flourish, not flounder, in the classroom.’Andrew Percival, Deputy Headteacher, Stanley Road Primary School‘In his introduction, Pete Foster explains that this book is a manual for improvement, based on the knowledge we need as teachers to improve. This theme is woven throughout the book, and Pete explores themes such as memory, expectations of students and subject knowledge, sharing research in an accessible way to help teachers understand the "why". The practical strategies and case studies which are embedded in every chapter are incredibly helpful - everything from how to manage your time, to approaching development through problems is explored. I found this book inspiring, relevant and full of knowledge that I wish I'd had access to in my first few years as a teacher. This is a highly recommended read for anyone who wants to become a better teacher.’Rachel Ball, Assistant Principal, Co-op Academy Walkden‘Peter Foster has created a playbook for new teachers. Rather than suffering a baptism of fire in their early years of teaching, informed predominantly by trial and error, colleagues can feel equipped by the core mechanisms that underpin highly effective teaching. This book is the wise colleague in the staffroom, sharing not just what works, but the rationale behind it. I highly recommend a copy for any teacher seeking to understand the fundamental components of classroom preparation and practice better.’Kat Howard, DRET Teaching School Hub Director, Author of Stop Talking about Wellbeing and Co-Author of Symbiosis: The Curriculum and the Classroom‘This is a terrific book which both summarises and preserves the essence of some key elements of our work. It draws on the current findings from research, making it clear that these are insights, rather than three-line whips. Some excellent examples of what the implementation of strategies look like in practice together with accounts of Peter Foster’s own experiences makes this a compelling read. What Do New Teachers Need to Know? is an elegant book which will be a boon to all teachers new to the profession and an aide-memoire for their mentors.’Mary Myatt, curriculum writer & speaker. Curator of Myatt & Co'What do new teachers need to know? is pitched as a roadmap to growing in knowledge as a teacher, and in turn to develop expertise... It’s a far-sighted glimpse through the fog of knowledge that surrounds teacher development.'Robbie Burns, Schools WeekTable of ContentsIntroductionPart 1. The reason for knowledgeChapter 1. What is expertise and how does it develop?Chapter 2. What is all that knowledge for?Chapter 3. What are our knowledge best bets?Part 2. Developing teacher knowledgeChapter 4. How do we retain knowledge in our long-term memory?Chapter 5. How do we automate effective processes?Part 3. Knowledge of student behaviourChapter 6. How do we prepare for our students to behave?Chapter 7. How do we manage the class’s behaviour during a lesson?Part 4. Pedagogical knowledgeChapter 8. What does ‘the evidence’ say about learning?Chapter 9. How should Cognitive Load Theory affect our pedagogical decisions?Chapter 10. What changes long-term memory for students?Part 5. Subject knowledgeChapter 11. What types of subject knowledge do we need and how do we develop them?Chapter 12. What do we need to know about the curriculum?Chapter 13. How does knowledge of the curriculum affect our planning?Chapter 14. How do we use all that subject knowledge in the classroom?Part 6. Knowledge of studentsChapter 15. How do we figure out what students know and what do we do about it?Chapter 16. What are the limits of what we can know about students?Chapter 17. What do I do now?ConclusionGlossary

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Book SynopsisThis book offers a creative and practical guide for K-6 teachers on how to effectively integrate movement into the curriculum to increase student engagement, deepen learning, improve retention, and get kids moving during the school day.Chapters offer concrete ideas for integrating creative movement and theater into subjects such as math, science, literacy, and social studies. Drawing on two decades of experience, Dr. Becker outlines key skills, offers rich examples, and provides adaptable and flexible classroom tested lesson plans that align with Common Core Standards, the NGSS, C3 Social Studies Standards, and the National Core Arts Standards. Activities are grounded in arts integration, which is steadily gaining interest in school reform as an effective teaching strategy that increases student outcomes academically and sociallyparticularly effective for students who have traditionally been marginalized.This book will benefit practicing educators who want to invigoratTable of Contents1. Introduction: Let’s Get this Moving! 2. Getting Ready to Move 3. Setting the Stage for Success 4. Leaping for Literacy 5. Moving Through History 6. Moving Math 7. Science in Motion: Don't Lose STEAM! 8. Moving Toward Authentic Assessments Using the Arts

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Book SynopsisThis edited book offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts. Covering research and practice, the contributors survey the global landscape of community and heritage language schools and explore new developments in the field to understand the challenges the schools face and discuss the impact they have on their students and surrounding communities. Chapters address key topics including language development, academic achievement, professional development, learner identity and agency, online learning and teaching disruptions. Contributors highlight learners' voices throughout, with special attention to overlooked minority language communities and Indigenous voices.Through this wealth of thorough and insightful analysis, the contributors of this book position students of community/heritage languages schools as citizens oTable of ContentsContributor BiographiesPreface Chapter 1 Community/Heritage Languages Schools Transforming Education: Beyond complementary, more than integrationChapter 2 Teaching and Learning Community Languages in Scotland during the COVID-19 Pandemic: Challenges, opportunities, and innovations Chapter 3 Reimagining ‘Language’, ‘Community’, and ‘Identity’ in Community Language Learning Chapter 4 New Possibilities for Heritage Languages within a Reshaped Language Education Landscape: Lessons from the Critical Connections Multilingual Digital Storytelling Project Chapter 5 Arabic Heritage Schools as Sites of Multilingualism and Positive Identity Building in the UKChapter 6 Leading Community/ Heritage Languages Schools Chapter 7 ‘Progressing Progressions’: Design Considerations in the Development of Language Learning Progressions for Community Language Learners Chapter 8 Teacher Professional Identities Across Sectors Chapter 9 "The school made me realise that all Chinese people are different": Constructing Interculturality and Pupils’ Identity in Two Community SchoolsChapter 10 Reasons and Resistance: Parents’ Reflections on Community Language Education in Swedish and Vietnamese Schools Chapter 11 Transnational Vietnamese Parents as Managers of Heritage Language Education: The "How" of "What"Chapter 12 Confronting a Monolingual Mindset: Exploring Pathways to Accreditation for Community Languages Teachers Chapter 13 Community Language School Teachers’ Emotions and Professional LearningChapter 14 Charting Pedagogies for Community/ Heritage Language Learning Within a More Unified, Pluralist View of Languageand Literacy EducationChapter 15 Community Language Learning Supported by Religious and Spiritual Contexts Chapter 16 Religion in Community Language Schools: The beliefs of Brazilian teachers in England Chapter 17 Case Studies: Greek, Arabic and Tamil Language Schools Chapter 18 Parallel Lines: Community/Heritage Languages Schools and Future Research Index

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Book SynopsisChildren are born explorers, full of wonder and hungry for stories about the world. What role might geography teaching play? What geographical stories do we tell about the world? What stories do we tell about geography itself? The book revisits an older vision of geography that is much bigger than exams and memorising information: dreams of adventure and discovery. But where geographyâs imperial past used these tools for domination and control, this book reclaims exploration to nurture wonder and tell better stories that work towards more just, equitable and sustainable futures.Positioning geography teaching in relation to major global challenges, author Steve Puttick argues that the subject has a unique role to play through its ability to think across natural and social sciences in equipping young people with the skills and knowledge they need to respond. The book offers a critical and accessible analysis of geographyâs entanglements with colonialism by exploring the striations of Empire in the subject. Each chapter draws on a wide range of research in geography, and finishes with practical activities and questions for reflection that can be used individually and collectively to support teachersâ ongoing professional development.The book is essential reading for all geography teachers at any stage of their career, as well as geography teacher educators, subject leads and school leaders with responsibility for curriculum development.Trade Review“When I was at school, I wanted to study geography because I was curious about the world, but the geographical knowledge, which I was introduced to, produced within me a sense of alienation and feelings of being outside of the community of scholars – a colonized object to be studied. As a black student, I was not expected to be an explorer or a researcher. This brilliant book removes the curiosity of geographers from its racist foundations and opens up new and inclusive ways of seeing and knowing the world.”Professor Patricia Daley, Professor of the Human Geography of Africa, University of Oxford“Taking inspiration from postcolonial theory, Black studies, critical geography and beyond, Puttick poses the everyday and the local as sites and concepts with the potential to reanimate geography teaching and revivify children’s geographical imaginations. In the wake of the decolonial turn, this engagingly written, fascinating and thoroughly compelling book is an essential read for geography teachers, teacher trainers, or indeed anyone involved in geography education research. A vital contribution.”Professor Tariq Jazeel, Professor of Human Geography, University College London“This book undoubtedly weaves together significant ideas and stories, in insightful and thoughtful ways, for geography education. Though, the real joy of reading 'The Geography Adventure' is the space it opens up for the reader to actively participate in enriching conversations about the imperatives and possibilities for reclaiming exploration. The book serves as a potent reminder of why the often invisible intellectual endeavours of teachers are so vital to sustaining the ways in which geography as a subject evolves, across time and space, as it is brought to life in classrooms with and for children and young people.”Grace Healy, Education Director (Secondary) at the David Ross Education Trust, University of Oxford“An inspirational call to action for a new way of seeing the world and learning and teaching in Geography - how to help change one of the subjects often seen by children as being boring at school to become the most interesting.”Professor Danny Dorling, Halford Mackinder Professor of Human Geography, University of OxfordTable of Contents1. The Adventure 2. Exploration and Geography 3. Striations of Empire in School Geography 4. Power, Knowledge and Prisoners 5. Journeys of Information 6. Where should we start from? 7. What stories should we tell?

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Book SynopsisThis timely and diverse collection offers perspectives on engaging people in physical activity utilizing the Activist Approach. This approach facilitates interest, motivation, and learning in physical education by focusing on student-centered pedagogy, embodiment, inquiry-based education, and listening and responding to students over time. The resource collates experts and beginners who have used the Activist Approach to incorporate participants' interests, motivation, and learning needs and maintain student voices in physical activity environments. Chapters center around three broad areas of the Activist Approach: (1) physical education settings, (2) physical activity settings, and (3) teachers' experiences of learning to use an Activist Approach in physical education and physical activity. Contributors from around the world discuss challenges and benefits experienced, issues of equity and justice, and what people gained and gave up by using the approach. Focusing on

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Book SynopsisThis fully updated fourth edition of the bestselling textbook Science 5-11 provides a comprehensive introduction to current research and professional practice for teaching science in the primary school.Chapters are organised into five sections, first introducing theory and practice, then providing specific guidance on teaching topics in biology, chemistry and physics, and finally discussing supporting science across the whole school. Updates to the new edition include: Responding to recent changes in the Initial Teacher Education framework, discussion about cognitive science is integrated more fully throughout. Supporting all children's engagement in science by suggesting inclusive and creative ways of building and consolidating knowledge including making connections between topics and with the wider world. New discussion on planning to support pupil progression in scientific knowledge throughout their time at primary school, building on Early Years and preparing for transition to secondary school. Presenting current research and outlining guidance on best practice, Science 5-11 provides a guide to the subject knowledge, curriculum requirements and pedagogical techniques to successfully teach science within the primary school.

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Book SynopsisDifferentiate your gifted classroom by designing experiences instead of writing lessons plans with Designing for Depth in the Classroom: A Framework for Purposeful Differentiation.Addressing the specific needs of countless learners doesn't have to be overwhelming and unsustainable! In her dynamic new book, Andi McNair guides readers through a fresh mindset and process for designing meaningful experiences that leave learners engaged, empowered, and motivated to move from surface-level learning to deep understanding. Chapters cover topics such as project-based learning, authentic engagement, supporting and encouraging learners in the classroom and beyond, and the many ways to provide depth, with space provided at the end of each chapter for reflection questions and key takeaways.With practical strategies, advice, and examples imparted in a refreshing conversational tone, this valuable resource is required reading for all educators interested in challenging and eTable of ContentsSection I: Moving Beyond the Shore 1. Introduction 2. Intentional Differentiation Section II: Getting on the Board 3. Meaningful and Manageable 4. Authentic Engagement Section III: Riding the Wave 5. Designing the Experience 6. Beyond the Classroom Walls 7. Knowing What They Need Section IV: Creating Soul Surfers 8. Providing Depth through Extension 9. Providing Extra Support through Encouragement 10. Creating the Perfect Wave Meet the Author

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Book SynopsisAnalysing Education Policy: Theory and Method provides a comprehensive overview of key approaches in critical education policy research. With chapters from internationally recognised and established scholars in the field, this book provides an authoritative account of how different questions may be approached and answered.Part 1 features chapters focused on text-based approaches to analysis, including critical discourse analysis, thinking with Foucault, Indigenist Policy Analysis, media analysis, the analysis of promotional texts in education, and the analysis of online networks. Part 2 features chapters focused on network ethnography, actor-network theory, materiality in policy, Institutional Ethnography, decolonising approaches to curriculum policy, working with children and young people, and working with education policy elites. These chapters are supported by an introduction to each section, as well as an overall introduction and conclusion chapter from the editoTrade Review“How we theorise and analyse policy is an under-worked and under-written aspect of critical policy studies. This book fills a gap in an accessible and articulate manner and draws on the scholarship of an impressive and diverse set of policy scholars. Working with text and agency to explore how policy is understood and investigated, and posing searching questions about how policy is analysed and researched, this collection will be invaluable to educationalists, researchers and policy-makers, in sharpening current and future studies in the field.”Meg Maguire, Professor, King’s College London, UK“As factors influencing the development and enactment of policy in education become increasingly varied and complex, new approaches to policy research are clearly needed. Drawing on recent developments in social and political theory, this book presents a collection of critical essays that constitutes a most accessible and helpful introduction to the shifting field of educational policy studies.”Fazal Rizvi, Emeritus Professor, The University of Melbourne, and the University of Illinois at Urbana-Champaign, USA“...a must-read primer to critical education policy analysis. This rich collection by renowned international experts spans a wide array of theoretical and methodological insights into text-based sources and the roles and experiences of human and non-human actors. Infused with concrete examples and sensitivity towards the variety of analytical approaches in the field, it is a true gift to all of us pursuing responsible, relevant, and robust research on education policy in national and global contexts.”Nelli Piattoeva, Associate Professor, Tampere University, Finland“The field of education policy research is a morass of epistemological turns and normative wrangling, making it a difficult space to navigate for students and researchers not familiar with its rich albeit complicated relationship to different intellectual histories and political projects. To aid readers through this muddy terrain and offer essential clarity and comprehension on the various theories and methods available, from network ethnography to visual discourse, problem representation and Foucauldian analytics, Stacey and Mockler bring together a stellar group of researchers to showcase some of the most innovative approaches to education policy research.”Andrew Wilkins, Professor, Goldsmiths, University of London, UKTable of Contents1. Introduction: Analysing education policy: An introduction Part 1 2. Document and text analysis in critical education policy studies 3. Critical Discourse Analysis: Language, ideology and power 4. Thinking with Foucault to understand education policy 5. Indigenist Policy Analysis: The Uluru Statement from the Heart as a roadmap towards recognising Indigenous sovereignty in Indigenous education 6. Media analysis: From the wide angle to the zoom lens 7. Sites of promotion: Analysing websites, prospectuses and experiential marketing 8. Online networks and education policy sociology Part 2 9. Participant analysis in critical education policy studies 10. Network ethnography in education: A literature review of network ethnography as a methodology and how it has been applied in critical policy studies 11. Actor-Network Theory: A material-semiotic approach to policy analysis 12. The vital materiality of policy 13. Institutional Ethnography: Discovering how education policy organises the everyday work of people 14. Decolonising curriculum policy research through community centredness 15. Beyond surveys and focus groups: Including the views of children and young people in education policy analysis 16. Researching policy elites in education 17. Conclusion: Analysing education policy: Now and into the future

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Book SynopsisThis set comprises 8 entertaining and engaging books which are written with a target sound at their core 1 key sound per book. The books expose the child to their target sound (a sound which they are having difficulty saying and may be substituting with a different sound) through natural rhythm and good quality rhyme.The books will enable children to join in with repeated phrases which include their target sound and also to hear their target sound repeated and spoken accurately by an adult. A key feature of the books in this series is that they follow the adventures of two children who are transported by their imaginations to exciting settings in which they encounter a challenge which they help to solve. Included in the set are Mindy and Mo's Groovy Gog, Mindy and Mo's Dino Duo, Mindy and Mo's Crazy Carpet, Mindy and Mo's Pirate Problem, Mindy and Mo's Super Sledge, Mindy and Mo's Troll Trouble, Mindy and Mo's Bear Bother and Mindy and Mo's Fab Flight.Th

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Book SynopsisThis book explains how the concepts of geography can teach young people to think geographically, deeply and ethically.Thinking Geographically demonstrates how the concepts of place, space, environment and interconnection teach students new ways of perceiving and understanding the world, the concepts of scale and time teach them ways of analysing the world, while the concepts of sustainability and wellbeing show them how to evaluate and reflect on what they observe, and all eight concepts develop their higher order and critical thinking. To further support teachers, this book includes a chapter on how to teach for conceptual understanding, as well as two chapters that illustrate the application of geographical thinking to an understanding of the effects of land cover change and the problem of regional inequality.Rich with practical examples, this book is an essential resource for geography teachers, whether already teaching or studying to become one, and for thosTable of ContentsIntroduction 1. What can we know and how can we know it? 2. Thinking geographically 3. Thinking geographically: Interconnection 4. Thinking geographically: Place 5. Thinking geographically: Space 6. Thinking geographically: Environment 7. The analytical concepts: Scale and time 8. The evaluative concepts: Sustainability and human wellbeing 9. Teaching for conceptual understanding 10. Land cover: have we cleared too much of the Earth’s vegetation? 11. Unequal places: should governments try to reduce regional inequalities? 12. Conclusion

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Book SynopsisThis practical guide will help you to plan evidence-informed, innovative lessons that can be adapted to meet your individual student's needs.Modelled on a typical lesson plan, the book covers all aspects of planning such as learning aims, starting a lesson, resources and activities, embedding skills, and assessment. Each chapter features a wide range of activities and strategies that can be used every day and easily adapted for different learners. The chapters also explore what to do when lessons don't go to plan and how to use technology effectively to support learning. Throughout there are nuggets of useful theory to help you reflect not only on what works in the classroom but why.Written by an expert author team and linked to the early career framework, this is essential reading for all trainee and early career teachers across a wide range of educational settings.

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Book SynopsisTaking a future-oriented approach, this book addresses students' ways of thinking in STEM-based problem solving. It provides a rich set of chapters that explore how we can advance important thinking skills in STEM education for K-12 students. STEM education is essential to understanding and solving many of the world's major challenges. However, the kind of interdisciplinary modes of thinking required to tackle such unforeseen problems is lacking in most STEM education delivery. This book examines the various ways of thinking that can be applied to effective STEM-based problem solving across K-12 education. These include design and design-based thinking, systems thinking and modeling, critical thinking, innovative and adaptive thinking, intuition in problem solving, and computational and algorithmic thinking. Across the chapters, the authors' interdisciplinary perspectives give further depth to understanding how students learn and apply their thinking to solve STEM-based

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Book SynopsisThis highly practical book supports the knowledge and development of teaching assistants and learning support assistants (TAs/LSAs) in their understanding of neurodivergent pupils.Considering a neurodivergent world is vital in society today, and even more so in the classroom. Starting with a model of difference rather than deficit and highlighting the complexities involved, this accessible resource focuses on effective strategies to support these pupils and explores the vital role of learning support in a range of different contexts. Rich in pedagogical features, this book includes chapter objectives, areas for the reader to reflect upon, links throughout to the Teaching Assistant Standards and case studies for the reader to examine. Each chapter also has a further reading section which will include links to articles, websites, and organisations that can aid and support the development of TAs and LSAs.This important work will provide Special Educational Needs Co-ordinaTable of ContentsIntroduction; How to use this book Chapter 1 – Introduction to Neurodiversity; What is Neurodiversity? Chapter 2 – The Learning Environment in a Neurodivergent World Chapter 3 – Behaviour Management and Neurodivergent Pupils Chapter 4 – Pupil Well-being and Neurodiversity Chapter 5 – Supporting the assessment needs of neurodivergent pupils Chapter 6 – Supporting progression of neurodivergent pupils Chapter 7 – Working in Different Formats; 1:1, Groups and Interventions Chapter 8 – Working collaboratively

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Book SynopsisExperiential Civic Education: Encouraging Student Engagement Using the Field Immersion Framework articulates a practical, flexible teaching-and-learning pedagogy that engages students and instructors in opportunities to successfully explore complex civic issues in the classroom. This volume marries place-based experiential learning with civic engagement to promote important transformative learning outcomes.The Field Immersion Framework (FIF) pedagogy prepares students and faculty with the tools to navigate participatory democracy in local, state, national, and global communities. The FIF uses four stagesâForegrounding, Immersion, Reflection, and Civic Agencyâto position learners as explorers and researchers in communities grappling with important societal issues. Foregrounding chapters prime the reader with the theoretical support to explore the content; Immersion chapters situate the reader in case studies of FIF courses; Reflection chapters showcase the voices of stu

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Book SynopsisAuthentic School Improvement for Authentic Leaders charts a full improvement journey of a school from a Requires Improvement' Ofsted rating, through a second, to a resounding Good'. It reveals the impact that a school leader can have on the motivation and engagement of teachers, parents and pupils and how this translates not just to their overall happiness, but on academic standards and systemic, long-lasting school improvement whilst maintaining their own well-being.Bringing together a wide range of accessible and relatable school improvement practices, the chapters cover all aspects of school leadership, from operational systems to academic standards and staff morale to pupil numbers. Full of strategies, takeaways, observations and anecdotes, the book illustrates that being authentic and leading with integrity is possible for all and provides tangible results that may support positive Ofsted outcomes but are not driven by them.Including a Foreword by Ross Morr

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Book SynopsisThis book is a practical, evidence-based guide for educators at all levels on how to assess and to promote student learning, broadening teachers' understanding of assessment. Balancing assessment with the development and promotion of student learning can be a significant challenge for teachers.This book provides the content, as well as practical guidance, to support educators to develop their understanding of assessment from task-driven, domain-bound content knowledge, towards the assessment of complex competencies. Supported by research, but not overwhelmed by it, the book provides practical strategies that can be applied in the classroom. The pedagogical structure of the book encourages self-guided learning, with each chapter providing opportunities for reflection to facilitate planning and goal setting, as well as quotes and vignettes from students and teachers highlighting their experiences of and perspectives on assessment.This book is a great resource for practic

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Book SynopsisThis edited volume focuses on understandings and enactments of care in teacher induction in a landscape reshaped by the recent pandemic, ongoing societal issues, and increased expectations of teachers. Building on the editors' book Reconstructing Care in Teacher Education after COVID-19: Caring Enough to Change, this volume extends reconsiderations of care and teacher development into K-12 schools, aiming to explore how care is, should, and can be operationalized in teacher induction now.Each chapter draws on research, practice, and reflection to provide recommendations to move teacher induction forward in responsive and caring ways. Authors include teacher educators, practicing teachers, and administrators representing different subject areas and educational levels. The operationalization of care also takes many forms, from mentorship and professional learning communities to support in navigating burnout and staff shortages. Chapters offer specific examples from contr

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Book SynopsisBeing a parent of a neurodivergent child can be challenging and exhausting. It can feel like a constant battle to be heard and to gain the support that you and your child need. This book provides an accessible overview of the SEND system and how it works, so that you can successfully untangle and navigate the system and draw upon the best resources offered.The handbook is divided into three main parts: SEND systems, policy and legislation; support for your child in school; and looking forward. Chapters: Introduce the world of SEND systems and break down key documentation and the roles and responsibilities of school staff Take you on your child's journey through school and explore key aspects from assessment and EHCPs, to funding and gaining further support for your child Look ahead and consider important transitions through each of the school phases in your child's journey and allows you to acknowledge some of your own fears and challenges as a pare

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Book SynopsisNurturing children and supporting their wellbeing is vitally important, along with looking after the wellbeing of the staff who support them. Wellbeing Explained highlights the importance of wellbeing and explains key terms associated with wellbeing and mental health needs. Unpicking terms such as holistic development, self-esteem, SEMH, and anxiety, it uses practical examples and case studies to explain what these mean and how we can promote wellbeing through policy and practices.Divided into two parts, the first provides a brief overview of the key terms associated with wellbeing in early childhood alongside examples of what they mean in practice. Part two then shares the principles that underpin promoting good wellbeing, such as prioritising staff wellbeing, adopting a loving pedagogy, keeping the child and family central to provision, and creating an enabling environment explaining the underlying ethos of a child-centred approach.Part of the Key Concepts in Early Childhood Series, this is essential reading for early years practitioners and students that want to know and understand what they can do to support their own wellbeing and the children they work with.

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