Primary and middle schools Books

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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Book SynopsisThis textbook guides teachers in enacting science instruction that results in the cultivation of scientifically literate students in the elementary school. Prompting discussions in the pre-service environment around what it means to be scientifically literate, this book helps teachers introduce children to their world through science and its impact on their daily lives. Chapters show teachers how to design, implement and assess inquiry-based science instruction through lessons that authentically model real science, investigating questions with multiple solutions, and discussing how these lessons build studentsâ scientific literacy. Sample lessons are modeled on research and tested practice, while also recognizing the need to accommodate a diverse range of students and classroom contexts. Ideal for pre-service science teachers, as well as in-service professional development, this book can be used in any elementary science methods course or wherever state or national standards require

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Book SynopsisThis unique collection of essays from researchers and teacher educators from around the world presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education and a âœstandard of dissensusâ for teacher education.This first volume from the International Teacher Education Research Collective (ITERC) illustrates common themes and problems in the politics of education, in particular, standardization, marketization, governance and policy in education, with both country-specific cases and generally formulated theoretical discussions. The book has three primary aims: to illustrate and critique the ethical, epistemological and political discourses shaping teacher education; to identify and unravel the entanglements of politics, knowledge and ethics in teacher education in a range of international settings; and to revitalize teacher education by proposing and exploring alternative modes of thought and practice. The volu

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Book SynopsisHelp! What Do I Do Now? is an essential guide for primary school teachers, full of practical strategies to support children with social, emotional and mental health (SEMH) needs in the classroom.The book offers a comprehensive approach and holistic perspective on SEMH support, covering topics from regulating the whole class and regulating individual children, to understanding the impact of sensory needs and transitions. Chapters illustrate how a range of strategies can be applied in real-life classrooms, and case studies and reflections demonstrate how they can be adapted to suit each setting and unique child in need. Further support and guidance is also offered on staff wellbeing, emphasising the importance of looking after yourself and supporting your own wellbeing first.With a wealth of cost- and time-effective ideas and suggestions to support children with SEMH, this accessible guide will be essential reading for practising and trainee primary school teachers, as well as SENCOs and school leaders.

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Book SynopsisThis vital book delves into key teaching strategies that drive student progress and enhance classroom learning. Both accessible and practical, it demonstrates how building in routines and structures allows teachers to have a lasting positive impact on studentâs learning, and offers the tools to ensure students feel supported and engaged throughout their learning journey.Working as a practical guide for teachers at all stages, these chapters delve into topics such as delivering clear instructions, fostering metacognitive skills, assessing progress effectively, and leading impactful learning. Developing High Impact Teaching offers valuable advice on how to develop your students as active learners and participants in their own education, how to set up impactful routines and good learning habits, how to give clear instructions so students understand what success looks like, and how to use cognitive acceleration techniques to improve learning. It is an essential resource for any b

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Book SynopsisThe benefits of play for childrenâs learning are well-documented and well-researched. The evidence for its positive impact on brain development, social interactions, emotional wellbeing, and motor skills is widespread. So, why should this practice stop after the early years?A Practical Guide to Play in Education encourages teachers to reflect on their practice and consider how a play-based approach may enhance their teaching. It provides realistic, accessible ideas and resources to incorporate into practice while giving evidence to back up this approach. Divided into three clear sections, readers are guided through: An introduction to play in education, including theory, benefits, and potential challenges. Putting it into practice, such as setting up the classroom, resources for play, and adopting a playful ethos in a realistic and accessible way. Lesson plans in a variety of subjects, spanning from numeracy, to literacy, to health

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Book SynopsisThis book is a groundbreaking exploration of how to empower students as innovative creators in an increasingly technology-driven world.With rapid advancements in artificial intelligence and other technologies reshaping society, this text champions the critical role of creativity in education, explaining how teachers can equip learners with skills for the future workplace and foster their enjoyment of learning through design. Bridging theory and practice, this collaborative work synthesises global research to provide actionable strategies for teachers. From multimedia and game design to augmented reality, robotics, 3D fabrication and more, it offers practical insights into how students can use cutting-edge technologies to design, invent, and solve problems creatively. The constructively sequenced and interconnected chapters feature evidence-based principles and real-world vignettes across all levels of schooling.Written by a team of academic experts, this open-access resource is a must-read for educators, researchers, and anyone passionate about unlocking the creative potential of the next generation using technology.

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

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Book SynopsisThe fifth edition of this user-friendly textbook helps mathematics educators explore and explain the complex world of rational numbers. It translates research into usable ideas for the classroom, including reasoning strategies, models, and questioning techniques that promote deep understanding that cannot be achieved by merely practicing fraction computation.Updated throughout with new examples and models from research, each chapter in the new edition incorporates samples of student work for teacher analysis, as well as activities for practicing each thinking strategy, designed to be solved without rules or algorithms, using reasoning alone. All content has been used with students and is presented with the learner in mind, acknowledging the brilliance of students' insights as well as the issues that challenge their understanding. It covers a broad range of topics in the progression from relative thinking to proportional reasoning, including fractions, ratios, rates, operators

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Book SynopsisThis book explores how the Play Cycle can help practitioners to observe and understand childrenâs play and support their interactions with children. It explains the six elements of the play cycle â pre cue, play cue, play return, play frame, flow, and annihilation â and shows how practitioners can use this to guide their interventions.Building on the authorâs research and including an updated and revised theory of the Play Cycle, the book applies the Play Cycle to key aspects of provision alongside examples from a wide range of settings. Chapters cover: The indoor and outdoor environment and resources Child-led and non-directive play including risk The adult role, play maintenance and interventions The Play Cycle and Play Cycle Observation Method The Play Cycle in Policy and Practice Including vignettes and reflective questions, this text brings the theory and application of the Play Cycle fully up-to-date and is essential reading for practitioners and those studying play-related courses, for example, playwork, childcare and early years education.

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Book SynopsisThis fully revised 9th edition continues to offer teachers practical advice on new evidence-based approaches for teaching and managing students with a wide range of abilities, disabilities and difficulties.Based on topical international research from the field, this new edition provides practical advice for teachers and tutors to enable them to adapt evidence-based methods when working in inclusive settings with students with special needs, including gifted and talented students. Throughout the text approaches to teaching and classroom management have been clearly described. New methods, programmes and interventions are reviewed, and there is increased coverage of digital technology and e-learning. Teachers will also find support and guidance for working with students with learning difficulties in literacy and numeracy, teaching students with physical, sensory and intellectual disability, fostering studentsâ autonomy, social skills interventions, approaches to autism spectrum

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Book SynopsisThis book encourages primary school practitioners to think differently about the way in which health and physical education is delivered in schools. Drawing on evidence from a long-term collaborative practitioner action research project, EveryBody Counts, the book shows that it is possible to challenge the orthodoxy and to reshape practice to better suit the needs and interests of all children. Featuring the voices of practitioners and the âlivedâ experiences of teachers, the book includes snippets and stories of thought and practice, supported by and linked to the research literature on topics including curriculum change, student-centred models and pedagogical approaches in HPE. Every chapter includes rich accounts of how the teachers grappled with their own understandings of what HPE could potentially look like in their classes, as well as the range of new topics, practices, and pedagogies they used and with what effect. Questions at the end of each chapter encourage the reader to think critically about their own professional practice. This book is illuminating reading for trainee and in-service teachers and practitioners working in primary schools or working with young children.

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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 SynopsisInspire the next generation to create a sustainable and hopeful futureClimate change is one of the greatest threats humanity has ever faced. The most recent 10 years have been the hottest on record, and the results have been increasingly extreme storms, flooding, and fires around the world. Understanding the causes of climate change and potential solutions is essential learning for students, and is aligned with NGSS standards. A recent report by the North American Association for Environmental Education Research indicates that 74 percent of U.S. teachers and 80 percent of administrators agree that climate change will have an overwhelming impact on students' futures. But according to the same survey of more than 1000 teachers, only 42% say they even mention climate change in the classroom. In an effort to support teachers, Corwin conducted a market survey sent to more than 135,000 educators and school leaders in North America, asking about their concerns regarding teaching climate cha

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Book SynopsisStatistics has developed in parallel with the advances of technological and social change. Informed by the work of the Cambridge Mathematics team, this book outlines a new pedagogical approach to teaching statistics. It frames the interconnectedness of the subject around the experiences that students should have, rather than the specific techniques required. The book provides numerous examples and suggestions that teachers can incorporate in the classroom to help improve the way students understand statistics.Table of ContentsIntroduction; Part 1 A vision for statistics in schools: 1. What should all students understand and why is it important?; 2. The statistical cycle; 3. Exploratory data analysis; 4. Simulation; 5. Sampling and variation; 6. Signals and noise; 7. Informal inference; 8. Technology in the classroom; Part 2 Activities; 9. Activity for Chapter 2; 10. Activity for Chapter 3; 11. Activities for Chapter 4; 12. Activities for Chapter 5; 13. Activity for Chapter 6; 14. Activity for Chapter 7; Appendix 1; Appendix 2; Index.

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Book SynopsisEngage students in mathematics using growth mindset techniques The most challenging parts of teaching mathematics are engaging students and helping them understand the connections between mathematics concepts. In this volume, you'll find a collection of low floor, high ceiling tasks that will help you do just that, by looking at the big ideas at the kindergarten-grade level through visualization, play, and investigation. During their work with tens of thousands of teachers, authors Jo Boaler, Jen Munson, and Cathy Williams heard the same messagethat they want to incorporate more brain science into their math instruction, but they need guidance in the techniques that work best to get across the concepts they needed to teach. So the authors designed Mindset Mathematics around the principle of active student engagement, with tasks that reflect the latest brain science on learning. Open, creative, and visual math tasks have been shown to improve student test scores, and more importantlyTable of ContentsIntroduction 1 Low-Floor, High-Ceiling Tasks 2 Youcubed Summer Camp 3 Memorization versus Conceptual Engagement 4 Mathematical Thinking, Reasoning, and Convincing 5 Big Ideas 9 Structure of the Book 9 A Note on the Structure of Kindergarten 15 Note on Materials 17 Manipulatives and Materials Used in This Book 17 Big Idea 1: Understanding the Physical Quantity of Number 21 Count a Collection 23 How Many Do You See? 30 Making a Counting Book 40 Big Idea 2: Using Fingers as Numbers 47 Feeling Fingers 49 Show Me with Your Fingers 64 Hand Mirrors 70 Big Idea 3: Talking about and Making Shapes 77 Talking about Shapes 79 Make a Shape 93 Building Blocks 97 Big Idea 4: Seeing Numbers inside of Numbers 103 Dot Talks 105 Snap It! 118 Which is More? 123 Big Idea 5: Putting Numbers Together 135 Growing Bigger and Bigger 137 Roll the Dice 144 Foot Parade 151 Big Idea 6: Describing and Sorting Objects 159 Sorting Supplies 161 Sorting Emojis 168 Sorting Buttons 174 Big Idea 7: Seeing and Making Patterns Everywhere 181 A World of Patterns 184 DIY Patterns 195 Kinder Dance Party 200 Big Idea 8: Stretching Counting toward 100 205 Counting Larger Collections 207 Making a Collection 213 Hundred Chart Patterns 219 Appendix 231 About the Authors 235 Acknowledgments 237 Index 239

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Book SynopsisHow can teachers develop best practice in art teaching?This fully updated third edition of Rob Barnes' classic text blends practical ideas with sound principles of art education. Teachers and student teachers will find a range of ideas and tried and tested classroom examples; whilst for those looking for firm principles of art teaching and best practice' this book presents many important issues in art education with clarity and insight. Based on first-hand experience of teaching children, this text uses many examples from early years and primary school contexts, and tackles essential topics with realism and imagination such as: developing skills through using media how children draw encouraging artistic confidence in children producing original artwork and making use of digital imagery Rob Barnes' unique approach encourTrade ReviewFrom Amazon5.0 out of 5 stars the Best book of its kind available in English By piccola atelierista - If you are an art educator trying to shape your practice this is the book you need to read. It explains why practicing conscious teaching is the key when trying to make art meaningful not only for children but for other adults. Teaching art has a purpose that is not only a pastime for children and a joyful experience. Besides that, it can also help young children develop certain sensitivities they will use as adults, their perception of the world around them could be different thanks to what they experienced in their art classes. If you are serious about teaching art, read this book.Elaine Benbow, Senior Lecturer in Education, Manchester Metropolitan University and Director, STAR ProjectIn my role as lecturer in art education, I have found that previous editions of this book have been very useful for both teachers and trainee teachers. The format is attractive and the text is easy to follow and access as the structure is well thought out. It is a staple on our reading list for both specialist and non specialist primary trainee teachers.The proposals made by Rob would bring the book up to date. Many schools now use ipads and teachers are getting to grips with apps and software for ipads in art as in other areas of the curriculum. It may need careful writing to avoid being quickly out of date in this chapter as technology changes swiftly.The audience for this book would continue to be primary teachers and trainee teachers (those following primary and early years BA QTS courses) and would be purchased by individual teachers, university libraries and students. It would most likely be a text included on reading lists for specialist and non specialist primary trainee teachers. "Rob Barnes [is one of] the best authors on the subject of art education" – Peter Moore, Associate Lecturer (SL) Liverpool Hope University"Barnes' own enthusiasm for and belief in his subject, interspersed with teachers' comments, a large number of practical teaching suggestions and well-chosen colour plates of children's work, makes the book an engaging and worthwhile read." - Jane Bower, Early Years"This is an excellent publication. It addresses the problems of teaching in all the main craft areas and deals with important issues such as why art should be on the curriculum, classroom organisation, talking with children and assessment and evaluation" - International Journal of Early Years Education"Reaching a third edition is always testament to the value and reception of a book and this is a tried and tested text that teachers have valued. Both practising teachers and student teachers will find the range of ideas will give inspiration for the classroom and the clear presentation will help even the less-artistic to have confidence in their teaching." – Parents in TouchTable of ContentsForeword Preface 1. Learning through Art 2. The Value of Art 3. Producing Original Artwork 4. How Children Draw 5. Developing Ideas 6. Activities, Curriculum and Progression 7. Classroom Organization 8. More Activities for Young Children 9. Using Paint 10. Sequencing Printmaking 11. Collage as a Medium 12. Design and Problem-Solving 13. Talking with Children 14. Assessment and Evaluation 15. Art and the Digital Image 16. Using Media and Techniques to Build Skills 17. Learning about Artists and Designers 18. The Seeing Eye

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Book SynopsisAn indispensable tool for biology teacher educators, researchers, graduate students, and practising teachers, this book presents up-to-date research, addresses common misconceptions, and discusses the pedagogical content knowledge necessary for effective teaching of key topics in biology. Chapters cover core subjects such as molecular biology, genetics, ecology, and biotechnology, and tackle broader issues that cut across topics, such as learning environments, worldviews, and the nature of scientific inquiry and explanation. Written by leading experts on their respective topics from a range of countries across the world, this international book transcends national curricula and highlights global issues, problems, and trends in biology literacy. Trade Review"Teaching Biology in Schools is a comprehensive collection written by leaders in the field. The authors address a broad range of topics demonstrating how important biology is to our lives and why an education in the subject is vitally important. Each chapter shows how research can be used to inform the pedagogical choices that teachers make. I strongly recommend this book to anyone involved in biology education in schools.Justin Dillon, University of Exeter, UK"Teaching Biology in Schools brings together a wonderful collection of scholars who are able to impart their wisdom based on years of research in science education in a manner that is clear, meaningful and accessible to teachers, graduate students and researchers alike. It brings a fresh perspective to teaching biology that is based on seminal and new trends in the field. It is also written from diverse viewpoints using scholars from around the world. In this sense, the book transcends borders and educational politics—focusing on underlying and unifying conceptual trends and issues in the field."Dana L. Zeidler, University of South Florida, USA"Teaching Biology in Schools [is] a resource aimed at teachers, educators and anyone tasked with teaching biological concepts to school age students. … One of the most useful features of this book is the highlighting of common misconceptions that students have and that teachers should be aware of in their teaching. Anyone who teaches biology and takes this book off the shelf will find it informative and instructive in all areas and levels of the biology curriculum. It will appeal to recently qualified teachers as well as those with years of experience." Leighton Dann, Biologist"The book covers key areas of biology curricula, from cell biology to evolution, as well as considering wider areas such as teaching biology to young children and worldviews in biology education. … All in all, this book comes highly recommended. I for one will refer regularly to it before I teach topics and will also be recommending it to members of my department. One for the department library!"Peter Anderson, School Science Review"[A] superb collection of essays written by leading researchers in the field and from a variety of countries. . . . [T]his book substantially contributes to the development of biology didactics and, thus, to students’ learning of and engagement with the subject. The book highlights global issues, problems, and trends in biology education, with an emphasis on misconceptions. . . and, in my opinion, the inclusion of this aspect makes this an excellent and unique book that is a must-have resource for in- and preservice biology teachers, teacher educators, researchers and graduate students. [A] first step in the important and interesting mission of providing biology teachers with up-to-date knowledge in the field of biology education."Dina Tsybulsky, Science & Education"There is much to commend about this book. . . . Other biology education researchers will benefit from the insights presented and the extensive references provided in each chapter. Teachers will find this a useful resource when seeking research focused guidance on the teaching of a particular topic. A particular strength of the book is the international range of authors. Their differing national perspectives provide a variety of ideas and as a consequence this is a book that has the potential to make a very valuable contribution to the spreading of good practice in the teaching and learning of biology around the world."Nigel Skinner, Studies in Science Education"Teaching Biology in Schools is a comprehensive collection written by leaders in the field. The authors address a broad range of topics demonstrating how important biology is to our lives and why an education in the subject is vitally important. Each chapter shows how research can be used to inform the pedagogical choices that teachers make. I strongly recommend this book to anyone involved in biology education in schools.Justin Dillon, University of Exeter, UK"Teaching Biology in Schools brings together a wonderful collection of scholars who are able to impart their wisdom based on years of research in science education in a manner that is clear, meaningful and accessible to teachers, graduate students and researchers alike. It brings a fresh perspective to teaching biology that is based on seminal and new trends in the field. It is also written from diverse viewpoints using scholars from around the world. In this sense, the book transcends borders and educational politics—focusing on underlying and unifying conceptual trends and issues in the field."Dana L. Zeidler, University of South Florida, USA"Teaching Biology in Schools [is] a resource aimed at teachers, educators and anyone tasked with teaching biological concepts to school age students. … One of the most useful features of this book is the highlighting of common misconceptions that students have and that teachers should be aware of in their teaching. Anyone who teaches biology and takes this book off the shelf will find it informative and instructive in all areas and levels of the biology curriculum. It will appeal to recently qualified teachers as well as those with years of experience." Leighton Dann, Biologist"The book covers key areas of biology curricula, from cell biology to evolution, as well as considering wider areas such as teaching biology to young children and worldviews in biology education. … All in all, this book comes highly recommended. I for one will refer regularly to it before I teach topics and will also be recommending it to members of my department. One for the department library!"Peter Anderson, School Science Review"[A] superb collection of essays written by leading researchers in the field and from a variety of countries. . . . [T]his book substantially contributes to the development of biology didactics and, thus, to students’ learning of and engagement with the subject. The book highlights global issues, problems, and trends in biology education, with an emphasis on misconceptions. . . and, in my opinion, the inclusion of this aspect makes this an excellent and unique book that is a must-have resource for in- and preservice biology teachers, teacher educators, researchers and graduate students. [A] first step in the important and interesting mission of providing biology teachers with up-to-date knowledge in the field of biology education."Dina Tsybulsky, Science & Education"There is much to commend about this book. . . . Other biology education researchers will benefit from the insights presented and the extensive references provided in each chapter. Teachers will find this a useful resource when seeking research focused guidance on the teaching of a particular topic. A particular strength of the book is the international range of authors. Their differing national perspectives provide a variety of ideas and as a consequence this is a book that has the potential to make a very valuable contribution to the spreading of good practice in the teaching and learning of biology around the world."Nigel Skinner, Studies in Science EducationTable of Contents1. Introduction: Biology Didactics 2. Cognitive Biases or Cognitive Bridges? Intuitive Reasoning in Biology 3. Biology and Young Children 4. Molecular Biology 5. Cell Biology 6. Human Biology 7. Health and Disease 8. Reproduction and Sex Education 9. Development 10. Genetics 11. Plant Biology 12. Energy, Photosynthesis, and Respiration 13. Ecology 14. Evolution 15. Microbiology 16. Biotechnology 17. Using Authentic Texts to Promote Disciplinary Literacy in Biology 18. Nature of Scientific Knowledge and Scientific Inquiry in Biology Teaching 19. Explanation in Biology Education 20. Argumentation in Biology Education 21. Worldviews in Biology Education 22. Concluding Remarks

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Book SynopsisNow fully updated to reflect recent changes in the curriculum, Computing and ICT in the Primary School encourages teachers, and pupils, to realise the potential of a full range of ICT and computing resources.Tackling computing head on, this book enables trainee and experienced teachers to better understand what computing is and how to use ICT effectively in teaching and learning. It is not a how to' guide or a collection of lesson plans, but instead balances research-based theory with everyday experiences, challenging readers to understand teaching methods and how they translate into a range of suitable teaching and learning strategies using ICT.This book offers primary teachers the knowledge, skills and confidence to plan, teach and assess creatively to enhance learning across the whole curriculum. This second edition includes updates of all chapters and completely new chapters on: mobile technologies social media, and Table of Contents1. ICT and computing in the primary school 2. ICT in the Primary Classroom: How, When and Who? 3. ICT and the Child: Theories of Learning 4. ICT and the Teacher: Pupils, Planning and Inclusion 5. Mobile Technologies in the primary classroom 6. Social media in the primary school 7. ICT in the Early Years 8. ICT, English and digital literacy in Key Stage 1 and 2 9. ICT and mathematics in key stages 1 and 2 10. ICT in Cross Curricular Teaching at Key Stages 1 and 2 11. Teaching modern foreign languages (MFL) or a second language with technology in the primary school 12. The Future

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Book SynopsisPoverty and Inclusion in Early Years Education will help practitioners to understand the experiences of young children who are living in poverty. It examines the potentially devastating impact of poverty and social exclusion on children's chances in later life, and considers recent policy and practice reforms which have recognised the critical role played by early years settings and practitioners in guaranteeing a secure foundation for children's future attainment.The book explores the historical, political and legal aspects of policy on poverty and social exclusion, before offering guidance on how practitioners can help to address the inequalities caused by poverty and break the cycle of deprivation. Chapters go on to address the practicalities of working with children, families and agencies to create an inclusive early years environment, and focus on issues including: developing effective partnerships with families collTable of ContentsIntroduction SECTION ONE: UNDERSTANDING THE ISSUES 2. Why do we need to think about Poverty and Social Exclusion? 3. Political and Legal Context 4. Social, Cultural and Economic Capital SECTION TWO: WHAT CAN WE DO? 5. Working with Families 6. Working in Partnership 7. Resources 8. Conclusion

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