Primary and middle schools Books

Book SynopsisExam Board: GL AssessmentLevel & Subject: 11+ Non-Verbal ReasoningSuitable for the 2025 testsPractice for your 11+ test in short, quick question burstsMaking sure your child is ready for the 11+ GL Assessment Tests by familiarising them with the real thing will help them do their very best in the 11+ tests. The Collins 11+ Quick Practice Test range gives children plenty of opportunity to test themselves in short, timed bursts, helping to build confidence and ensure 11 Plus test success.Children can have a go at realistic, 11 plus test-style questions24 timed tests get them used to working under pressureExample answers are worked out to show what examiners are looking forAll answers are explained to help improve understanding and check progressFor children age 9-10, the Collins 11+ Non-Verbal Reasoning Quick Practice Tests (9781844199136) is also available.

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Book SynopsisLevel: KS2Subject: EnglishTargeted practice for every topic taught at school!When it comes to getting the best results, practice really does bring progress! Matched to the National Curriculum, this Collins English Year 5 workbook is designed to target every English Year 5 topic in depth.Using a practice method based on research that is proven to work, this book can be used for home learning or to improve performance in school, as well as in tests and assessments. Questions for each topic are organised into three levels of increasing difficulty while progress tests throughout check children's understanding along the way. New online tests provide even more practice and can be taken again and again.Children can record their own results too, supporting awareness and boosting confidence. Answers are included to ensure every child can succeed in Year 5. We've got a Year 5 Maths Targeted Practice Workbook (9780008201715) available as well.

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Book SynopsisThis book provides new and experienced Special Educational Needs Coordinators (SENCOs) with a critical approach to understanding the importance of outstanding leadership of Special Educational Needs and Disabilities (SEND) and how to effectively meet the current SEND policy requirements.Closely informed by the statutory guidance for SENCOs, this book covers all aspects of this challenging leadership role within the school. It provides a principled approach to understanding the challenges and complexity of SEND within the current context. Through concise summaries of policy and current research, critical discussions, reflective activities, case studies as well as practical examples, it helps the reader engage more deeply in critical thinking about the effectiveness of current practices in their own school setting and ways to develop them further for the future. Alison Ekins and Lorna Hughes establish that outstanding leadership in special educational needs is not something tha

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Book SynopsisReflective Practice for Professional Development provides an accessible introduction to the theory and practice of reflection. In ten concise chapters it explores how reflecting on experiences can be used for professional development and help progress knowledge and skills. Using scenarios, questions and stories, the reader is encouraged to apply the content to their own context, demonstrating the importance of reflection in helping us to make sense as well as make the most of our professional experience. Exploring key themes such as the importance of criticality, models of reflection and connections between thought, language and actions, it considers the ways in which reflection can widen perspectives, generate deeper understanding of professional challenges and enhance creativity.Full of practical tools and approaches for enriching and recording reflections, this insightful book aims to simplify reflective practice for teachers. It is an ideal gTrade Review"A hugely enjoyable book that combines practical support for anyone who wishes to reflect, or indeed encourage reflection, with fascinating vignettes that illustrate the points being made. The writing has a lightness of touch that draws the attention of the reader in and makes this a book that will devoured in a short space of time.Whilst all the major models are covered, the strength of this book lies in its ability to explore the transformative power of reflection and to show how reflection is a state of mind, rather than a series of practical tasks. The harder edge that reflection can create is explored in chapter 4 where the author skilfully steers the reader away from treating reflection as a mere ‘comfort blanket’ towards using it to imbue thinking with a degree of criticality that will allow current practice to be challenged and improved.One of the most enjoyable sections refers to what happens when the process of reflection becomes a negative pattern. The reframing of expectations and perceptions can create a cycle of destructive and negative behaviour and the author offers practical solutions and theoretical exposition behind this behaviour.Much of the later part of the book draws on work from people such as Robinson and Bateson and links reflection to creativity. Railing against the perils of groupthink, the author champions the benefits of reflecting when challenging much of the orthodoxy and presents an alternative approach to the prevailing situation in education.The book ends with a quote for the ages ‘I wish I was your age and knew what I know now’, the strength of this book is that the author provides a way for us all to benefit from the wisdom of others, and also the wisdom that is inside us all."Dr Peter Wolstencroft, Deputy Director Business School, Liverpool John Moores University, UK"Carol Thompson has managed to marry two very different aspects of reflection into this excellent and highly-readable book: there is the rigorous attention to detail regarding the relevant theories in the field of professional reflection alongside pertinent activities and exercises to support practitioners within their own reflective practice. This is a book which is itself a model of reflection – the ability to think through what has been devised and stated in the search for creative experiment. I cannot recommend this work wholeheartedly enough to anyone who has an interest in reflection and its influence on professional practice."Dr Neil Hopkins, Advanced Resarcher, Teacher Education, University of Bedfordshire, UK"A hugely enjoyable book that combines practical support for anyone who wishes to reflect, or indeed encourage reflection, with fascinating vignettes that illustrate the points being made. The writing has a lightness of touch that draws the attention of the reader in and makes this a book that will devoured in a short space of time.Whilst all the major models are covered, the strength of this book lies in its ability to explore the transformative power of reflection and to show how reflection is a state of mind, rather than a series of practical tasks. The harder edge that reflection can create is explored in chapter 4 where the author skilfully steers the reader away from treating reflection as a mere ‘comfort blanket’ towards using it to imbue thinking with a degree of criticality that will allow current practice to be challenged and improved.One of the most enjoyable sections refers to what happens when the process of reflection becomes a negative pattern. The reframing of expectations and perceptions can create a cycle of destructive and negative behaviour and the author offers practical solutions and theoretical exposition behind this behaviour.Much of the later part of the book draws on work from people such as Robinson and Bateson and links reflection to creativity. Railing against the perils of groupthink, the author champions the benefits of reflecting when challenging much of the orthodoxy and presents an alternative approach to the prevailing situation in education.The book ends with a quote for the ages ‘I wish I was your age and knew what I know now’, the strength of this book is that the author provides a way for us all to benefit from the wisdom of others, and also the wisdom that is inside us all."Dr Peter Wolstencroft, Deputy Director Business School, Liverpool John Moores University, UK"Carol Thompson has managed to marry two very different aspects of reflection into this excellent and highly-readable book: there is the rigorous attention to detail regarding the relevant theories in the field of professional reflection alongside pertinent activities and exercises to support practitioners within their own reflective practice. This is a book which is itself a model of reflection – the ability to think through what has been devised and stated in the search for creative experiment. I cannot recommend this work wholeheartedly enough to anyone who has an interest in reflection and its influence on professional practice."Dr Neil Hopkins, Advanced Resarcher, Teacher Education, University of Bedfordshire, UK"What I really like about this book and the way the author writes, is that she does not preach to the reader about the ‘correct’ way to reflect. Instead, she offers valuable insights into different aspects of reflection to help the reader work out for themselves what may work for them. The strategies scattered throughout the book, and summed up at the end, make this a really useful tool, not just for trainee teachers, but also for those who are more experienced in reflection, opening our eyes to trying something different. This will be added to the essential reading list for my trainee teachers, and I will certainly be using it to improve my own practice. I can see it quickly becoming one of my ‘go to’ texts which I will constantly be dipping in to." - Elaine Battams, Teacher Educator and Advanced Practitioner at Barnfield College, UK"Thompson’s book is organised sensitively, beginning each chapter with a mind map which represents her personal recollections. Further, authentic vignettes followed by thought-provoking questions are clearly explained to offer the reader some context... I strongly believe that this book is the right place to start for those getting to grips with a holistic understanding of the practical and theoretical underpinnings of reflection." Elanur Yilmaz, Educational ReviewTable of ContentsReflective Practice for Professional Development: Introduction 1. Why should we reflect? 2. Learning through practice 3. Models of reflection 4. The importance of critical thinking 5. Diffusing the dynamite 6. Tools for reflection 7. Reflection for creativity 8. Joining up the dots 9. Reflecting with others 10. Turning reflection into action Final thoughts Appendix

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Book SynopsisAs an early years practitioner, you will educate and care for children with a range of developmental needs and differences. This essential book introduces you to a play-rich approach providing both universal and targeted ideas that will support social and emotional development and ensure that children feel safe, secure, and nurtured. Using the four broad areas of need as a guide, each accessible chapter positions wellbeing at the heart of an effective approach to inclusion and offers meaningful and responsive teaching practices that create a sense of belonging and acceptance. Founded in the latest research, the book presents key knowledge alongside ideas and activities to support wellbeing, which can be embedded into the childâs everyday experiences and adapted to meet their individual needs. This book offers: Evidence-based strategies and techniques that have a positive impact on the long-term social and emotional wellbeing of children with SEND. Guidance through the four broad areas of need, with a focus on play, learning, and developing an emotionally healthy early years environment. Examples of practice in action. Case studies, reflective questions, and activities that will upskill the reader and empower them in their role. Providing up to date, transferrable and essential knowledge on SEND in the early years, this is an essential resource for any practitioner looking to expand their repertoire and enrich the wellbeing of children with SEND.Table of ContentsChapter 1: Introducing wellbeing & SEND Chapter 2: Educator Wellbeing in SEND support Chapter 3: Social, Emotional and/or Mental Health Chapter 4: Physical and Sensory Needs Chapter 5: Speech, language and communication & Interaction Needs Chapter 6: Cognition and Learning Needs Chapter 7: Empowerment and collaboration with parents Chapter 8: Transition & Wellbeing Concluding remarks and a word on advocacy

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Book SynopsisTrade Review"...this book will facilitate, not only improved outcomes for the children in your care, but also more enjoyable interactive teaching experiences for you as a practitioner." - Martine Horvath, eye magazineTable of Contents1. An introduction to Sustained Shared Thinking 2. How Sustained Shared Thinking can support the Characteristics of Learning 3. Sustained Shared Thinking in the Prime areas 4. Sustained Shared Thinking in the Specific Areas 5. The role of the practitioner and Key person 6. Environments to support Sustained Shared Thinking 7. Different ages, different requirements 8. Parents, carers and the home learning environment 9. Concluding thoughts

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Book SynopsisThis book is packed with bright ideas and practical projects for children aged 4-11 to raise environmental awareness and prompt discussion about climate change. Encouraging children to take charge right from the start, the activities range from creating recycled kites, windsocks, and garden decorations, to upcycling old t-shirts, building minibeast hotels and designing campaigns to eliminate single-use plastics from school. Some can be completed outdoors and some indoors, with each page including photos of the activity in action, plus details of the resources required and steps needed. As well as the main activity, extension ideas are provided, so there is plenty to fill each session. The tried-and-tested activities are themed in three main areas: Eco-friendly practice Recycling and upcycling Connecting with the natural worldWhether you run an eco-club, a craft club or you simply want to facilitate activities on a sustainability theme with childreTrade ReviewEco activities for the present, helping children to learn and be aware for their future. Designed for children, but also tried and tested on them too, and they always say it as it is!Julian Thomas, Headteacher of Georgeham Primary School, the UK's first 'plastic free' schoolI absolutely LOVED this book, the activities are so simple and easy to follow, they make use of ordinary, everyday materials, they promote eco-conscious thinking, and each activity comes with a "Why" - kids love to ask "WHY?"! The most inspiring activity book I have come across by far! (My favourite activity is number 36!).Isobel Mary Champion, Parenting CoachThis book is full of fantastic ideas to support and engage children of all ages and stages in becoming ‘sustainability heroes’ and making a difference to our world in the process. Each page is bursting with activities that are both engaging and easy for supporting adults to set up and manage. Each activity supports the development of critical thinking skills and empowers learners to see that they are never too small to make a difference. An amazing addition to any teacher, parent, or carers wish list.Ashley Forrester, Principal Teacher of ASN, SEND TeacherThis is the book our school has been waiting for! Our pupils recognise themselves as Eco warriors and work in partnership with national organisations to counteract the effects of climate change but what are the things that we can do daily in school and at home that enhances our understanding of these issues? Full of simple and useful activities that not only develop deeper understanding but also fires curiosity and creativity. I can see our children, staff and families adapting so many of these wonderful ideas and adding to them too. Thank you just isn't enough for a Eco small book that will make a huge impact.Sharifa Lee, HeadteacherYou would be hard pushed to find a more practical and easy to access book to enhance your outdoor teaching and learning. Every teacher should buy a copy for inspiration on how to deliver wonderful outdoor learning. It is perfectly timed for the eco agenda schools are heavily investing in and the book is full of wonderful ideas that will support teaching, stir up the creative juices and really get teachers inspired about their curriculum. 100% a must buy. Vivien Watson, Headteacher and Local Leader of Education, Hookstone Chase Primary SchoolTable of ContentsForewordIntroduction Part 1: Eco-friendly practicePart 2: Recycling and upcyclingPart 3: Connect with the natural worldConclusion

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Book SynopsisTypically, most people donât realize when and how they can use the mathematics they were taught in high school â yet many of the mathematical ideas and skills can be a powerful tool for understanding how the world works. Learning and Teaching for Mathematical Literacy addresses this situation, offering practical strategies for developing a broader vision of mathematical literacy in the classroom and recognising the importance of maintaining these skills into adult life. Linked to the material explored throughout this book, classroom activities and lesson materials are freely available for use via the QR codes included in each chapter.Filled with case studies and classroom activities, chapters tackle several topics: Describing a framework for a broader vision of mathematical literacy â what is it, and why is it important? Teaching mathematical literacy in the classroom Applying mathematical literacy to âreal lifeâ scenarios: My dad is buying a new dishwasher. Should he buy the extended warranty on offer? My phone works fine but I've been offered an upgrade. How should I decide whether to take it? The role of technology in teaching mathematical literacy Designing mathematical measures for real-word quantities Firmly grounded by practical applications for the classroom and beyond, this is an essential handbook for any teacher, teaching assistant, or mathematics subject lead who wishes to develop their studentsâ mathematical literacy skills. This is also an ideal resource for those delivering or enrolled in teacher preparation courses.Table of Contents1. What is mathematical literacy?; 2. The power of tasks; 3. Teaching for mathematical literacy; 4. How risky is life?; 5. Climate change – the science, the mathematics and the politics; 6. Planning for good things in life; 7. Looking past the ‘spin’; 8. Equality and inequality; 9. Your money in your life; 10. Computers in teaching for mathematical literacy; 11. The importance of curiosity; 12. Designing measures; 13. Mathematics for information technology; 14. Reflections

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Book SynopsisWhen children make beautiful drawings, we think it is wonderful. But many adults find it hard to understand what young children are doing when they scribble, smear, or draw endless lines, and why it is so difficult to motivate older children to draw or paint. This book shows that creativity is so much more than drawing or painting something beautiful. It is a way of understanding the world through your hands and learning through art, play and science. Drawing on the Reggio Emilia approach (among others), this book focuses on the process rather than the result and argues that children should be supported in experimenting with materials and mark-making. The authors go against traditional setups where an adult demonstrates how it should be done, showing instead that an inspiring environment and open-ended resources trigger children's intrinsic motivation. The book shows countless inexpensive possibilities, which require little preparation, and get children in a creative fTable of ContentsPrefaceIntroduction 1 Investigating is experiencing, learning – it’s creativity 1.1 The importance of making your own marks 1.2 Materials research in order to understand the world 1.3 Making marks and learning through discovery 1.4 A process of shaping is a process of developing awareness 2 Visions on guiding creative processes 2.1 Educational and creative sources of inspiration 2.1.1 Jesper Juul 2.1.2 Arno Stern 2.1.3 Reggio Emilia and working structurally through research2.2 The practice-oriented vision of Understanding Through your Hands 3 Guiding creative processes 3.1 Introduction 3.2 Basic attitude, responsibilities and tasks of adults 3.2.1 Creating an inspiring atmosphere 3.2.2 Choice of material 3.2.3 Individual guidance and getting children into the flow 3.2.4 Appreciating instead of judging, focus on process rather than product 3.2.5 Being witness to the creative process 3.3 What the experts say 3.3.1 Titia Sprey, studio educator, Kris Kras Studio, Amsterdam 3.3.2 Heidi de Geus, studio educator, BouwWerk lessons, De Bron Primary School, Amsterdam 3.3.3 Sanne Groen, artist at children’s centres and schools in the Netherlands 3.3.4 Mirja van der Bijl, studio educator, Laterna Magica Children's Centre, Amsterdam 3.3.5 Ank Bredewold, art teacher, Het Gein Primary School, Amsterdam 3.4 Finding you own style of working with Understanding Through your Hands Literature

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Book SynopsisThis book addresses how language is conceptualised in Australian schooling to deliver a better understanding of how multilingualism can be incorporated into everyday teaching and learning, practice and policy. By integrating different educational domains â namely, subject English, teaching English to speakers of other languages (TESOL), Languages as a subject area, and the learning of languages across the curriculum â the text (re-)frames language(s) learning for all students, including first-generation immigrants, international students, students born in Australia to immigrant parents, and students with no exposure to other languages at home. It is distinctive in that it brings together scholars from across the L1 and L2 fields. Presenting a novel framework that addresses the positioning of both language and opportunity across different domains at school, this book offers a multilingual vision for all teachers. The Australian setting depicted serves as a rich and distinctive example for similar contexts worldwide.This is an invaluable resource for students and academics in disciplines related to language(s) and education, as well as teacher educators, school leaders, and practitioners.

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Book SynopsisValues in Action is a transformative guide for middle and senior school leaders, exploring ethical leadership, positive school culture and effective communication. It offers a compelling roadmap for leaders to navigate challenges with integrity and compassion, build high-performing teams, and promote continuous improvement and innovation.Through real-world examples, actionable tips, and reflective exercises, this book equips new school leaders with the skills, knowledge, and confidence to navigate the complexities of their roles. Chapters cover: The principles of ethical leadership and their application Fostering a culture of collaboration, trust and inclusivity Promoting staff wellbeing Building positive relationships with parents and caregivers Managing performance Recruiting and retaining staff Leading in the community Ensuring a sustainable foundation for long-term success, this guide is essential reading for all new and aspiring senior and middle school leaders, as well as experienced leaders who want to refine their approach and mentor the next generation of school leaders.

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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 Synopsis

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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 SynopsisThis book reveals how early childhood leaders and practitioners can lead and enhance childrenâs play, learning and experiences outdoors. It considers all aspects of outdoor provision from the importance of the settingâs vision, routines, boundaries and expectations to the impact of staff and parental attitudes.The book explores the benefits of the outdoor environment for children and how it benefits all areas of learning and development. Covering the role of the adult, the environment and resources at different ages and stages of development, the chapters offer practical guidance on creating high-quality outdoor play experiences for all children throughout the year. Kathryn Solly also addresses common barriers to outdoor learning and highlights the strategies that can be used to champion outdoor learning with colleagues, leaders and managers, and children and their families.Featuring rich case studies and photographs to illustrate good practice, this is essential reading for early years leaders, managers, educators and students.

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Book SynopsisThe book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in primary settings. For this new edition Dominic Wyse, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers. Reflective Teaching in Primary Schools uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed principles' and ''concepts'' to help you continue developing your skills. New to this edition: - More case studies and research summaries based on teaching in the primary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in Trade ReviewThis text provides a superlative exploration of the myriad aspects of primary school education. There is value in its pages for everyone, from the trainee starting out, to the experienced school leader. It continues to reserve its worthy place on my bookshelf. * Daniel Ayres, University of East London, UK *Table of ContentsHow to Use This Book Introduction Part I: Becoming a Reflective Professional 1. Identity. Who Are We, and What Do We Stand For? 2. Learning. How Can We Understand Learner Development? 3. Reflection. How Can We Develop the Quality of Our Teaching? 4. Principles. What Are the Foundations of Effective Teaching and Learning? Part II: Creating Conditions For Learning 5. Contexts. What Is, and What Might Be? 6. Relationships. How Are We Getting On Together? 7. Engagement. How Are We Nurture Positive Behaviour? 8. Spaces. How Are We Creating Environments For Learning? Part III: Teaching For Learning 9. Curriculum. What Is To Be Taught and Learned? 10. Planning. How Are We Implementing the Curriculum? 11. Pedagogy. How Can We Develop Effective Strategies? 12. Communication. How Does Language Support Learning? 13. Assessment. How Can Assessment Enhance Learning? Part IV: Reflecting On Consequences 14. Outcomes. How Do We Monitor Student Learning Achievements? 15. Inclusion. How Are We Enabling Learning Opportunities? Part V: Deepening Understanding 16. Expertise. How Do We Take A Holistic View? 17. Professional Learning. How Can We Nurture Career-Long Reflective Teaching? 18. Professionalism. How Does Reflective Teaching Contribute to Society? List Of Case-Studies, Checklists, Figures and Research Briefings Bibliography Acknowledgements Index

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Book SynopsisTrade ReviewFrom the master of historical non-fiction and fiction Terry Deary himself, well-known for writing the Horrible Histories series, comes the latest offering in his Tales series – Stone Age Tales... Thoroughly enjoyable whilst providing a glimpse in to our past, they are the first choice of books I think about to complement any history topic in school. * The Reader Teacher, @MrEPrimary *All the stories are imaginatively written, have plenty of accurate historical detail based on real evidence, and illustrations which really do add to the setting. The writing style is pacy and there's plenty of action to hold children's attention. * Parents in Touch *

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Book SynopsisBook Band: Brown, ideal for ages 7+A spooky comedy from Chris Powling with hilarious illustrations by Loretta Schauer. Perfect for fans of Amelia Fang and Knitbone Pepper.A ghost has been haunting Ben''s grandpa''s house with cobweb trails and the TAP-TAP-TAP of its heartbeat. So when the clock strikes twelve, Ben''s brother dares him to go on a hunt for the ghost in the church graveyard. Will he be brave enough? This quirky story from Chris Powling has engaging black-and-white illustrations by Loretta Schauer and is perfect for children who are developing as readers. The Bloomsbury Readers series is packed with book-banded stories to get children reading independently in Key Stage 2 by award-winning authors like double Carnegie Medal winner Geraldine McCaughrean and Waterstones Prize winner Patrice Lawrence. With engaging illustrations and online guided reading notes written by the Centre for Literacy in Primary Education (CLPE), this series is idTrade ReviewAny list that brings together such a quality line up of authors is going to be welcomed… Bloomsbury Readers are aimed squarely at children in Key Stage 2 and designed to support them as they start reading independently and while they continue to gain confidence and understanding. -- Books for Keeps * Andrea Reece *

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

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Book SynopsisThis book supports primary trainees and their in school mentors to understand the complex nature of effective learning and teaching in primary schools. It explores the key skills required, helping trainees begin use them in their teaching, reflect on their development of these skills (with their mentors) and evaluate their impact on learning. This book supports and challenges primary trainee teachers and their mentors (both school based and university/SCITT based) by offering a range of approaches, strategies and perspectives to aspects of primary teaching. This new edition: · Includes practical guidance for building resilience · Explores the latest teaching approaches being trialled in schools · Supports trainees to work with their in school mentor · Includes new chapterss on professional identity and professional responsibilities Table of ContentsPart 1: Developing yourself as a teacher Chapter 1 Becoming a reflective learner and teacher - Rebecca Geeson Chapter 2 Teacher Identity - Rachael Paige Chapter 3 Teacher Presence - Rachael Paige Part 2: Approaches to teaching for learning Chapter 4: Principles of teaching for learning - Sue Lambert Chapter 5: Learning and Teaching Approaches - Sue Lambert, Ashley Compton, Andy Dickinson Part 3: Fundamentals of classroom practice Chapter 6: Planning for learning - Rebecca Geeson Chapter 7: Assessment - Elizabeth Farrar Chapter 8: Questioning to stimulate dialogue - John Paramore Chapter 9: Behaviour - Steve McNichol and Emma Clarke Part 4: An inclusive learning environment Chapter 10: Supporting children with Special Educational Needs and Disabilities - Shaun Thompson Chapter 11: Supporting learners with English as an Additional Language (EAL) - Ami Montgomery Chapter 12: Supporting children in learning about difference - Richard Woolley Part 5: Being a Teacher Chapter 13: Professional Responsibilities - Sue Lambert Chapter 14: Working with other Adults - Emma Clarke Chapter 15: Well-being and Resilience for All - Sue Lambert Chapter 16: A chapter for mentors - Adam Hounslow-Eyre

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Book SynopsisYour blueprint for empowering students through personalized learning In today’s technologically-integrated world, blended learning is a natural fit for the elementary classroom, where many teachers already think flexibly about the learning environment, resources, and time in order to meet diverse student needs. As blended elementary classrooms become more common, teachers and administrators must develop a shared understanding of the characteristics of effective instruction in blended environments. This guide is designed to help K-5 teachers develop and carry out a plan for effective instruction in blended environments. Presented in a step-by-step workbook format, this resource identifies the competencies blended teachers need and strategies for development, culminating in a personalized implementation plan for successful blended instruction. Readers will Take an in-depth look at the iNACOL Blended Learning Teacher Competency Framework, to foster a deeper understanding of the teacher proficiencies needed for effective blended learning environments. Identify your own strengths and needs related to the blended teacher competencies. Develop a personalized blueprint for designing and facilitating blended learning in your classrooms. Tailor your needs and goals when it comes to maximizing instructional time, personalizing learning, empowering students, pursuing professional learning, and more. Explore specific strategies and examples of blended learning in elementary classrooms, and reflect on your own plans for blended instruction. Making the shift to blended learning requires intentional planning and support. This workbook will guide you through the process of developing an actionable plan for blended learning in your classroom. Table of ContentsPreface Rationale Organization Possible Uses Acknowledgments Publisher’s Acknowledgments About the Author INTRODUCTION Defining Blended Learning Why Blended Learning? Definition and Models of Blended Learning Internet Safety in the Elementary Classroom CHAPTER 1 Blended Learning Teacher Competencies Mindsets Qualities Adaptive Skills Technical Skills CHAPTER 2 Crafting Your Vision Adapting Blended Models Rethinking the Role of Teachers and Learners Letting Go of Control Redesigning the Learning Space Designing the Blueprint CHAPTER 3 Maximizing Instructional Time Answering the Essential Question About Time Rethinking the School Day Cloning the Teacher Designing the Blueprint CHAPTER 4 Making It Personal Moving From Differentiation to Personalized Learning Designing Personalized Pathways Making Pathways Work Designing the Blueprint CHAPTER 5 Empowering Students Leveraging Formative Assessments Managing Data and Goal-Setting Tapping Into Student Passions Designing the Blueprint CHAPTER 6 Expanding Your Toolbox Designing Collaborative Learning Experiences Leveraging Adaptive Tools for Self-Paced Learning Amplifying Student Voice Designing the Blueprint CHAPTER 7 Professional Learning Collaborating With Colleagues Connecting With Stakeholders Owning Your Professional Learning Designing the Blueprint CHAPTER 8 Getting Started Starting Small Planning for Sustainability Designing the Blueprint Appendices Appendix A: Blueprint for Blended Learning Appendix B: iNACOL Blended Learning Teacher Competency Framework Appendix C: Reflecting on the iNACOL Blended Learning Teacher Competencies Appendix D: Recommended Reading Appendix E: Guide for Coaching and Supporting Blended Teachers References Index

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Book SynopsisYoung Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-of-home settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory experiences in the visual arts, dance, music, and storytelling/theatre. This book presents valuable guidelines for early childhood teachers, families, caregivers and community organisations. Young Children and the Arts presents a comprehensive approach to the arts that is aligned with early childhood developmentally appropriate practice and that combines an exploratory, materials-based approach with an aesthetic-education approach for children from birth to eight years of age. It addresses both how the arts are foundational to learning, and how teachers and parents can nurture young children’s developing imagination and creativity. The models presented emphasise a participatory approach, introducing young children to the arts through activities that call for engagement, initiative and creative activity. Additionally, Young Children and the Arts addresses the intersection of early childhood education and the arts—at points of convergence, and at moments of tension. The role of families and communities in developing and promoting arts suffused experiences for and with young children are addressed. Young Children and the Arts examines the role of innovative arts policy in supporting a broad-based early arts program across the diverse settings in which young children and their families live, work, and learn.

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Book SynopsisLike most teachers and parents, you probably recognise STEM as being an important priority area for modern education. You may, however, be wondering: What does STEM education look like for young learners? How do I get children excited about STEM education? How can children learn STEM skills in just 15 minutes? What equipment do I need to teach STEM activities? Enter 15-minute STEM with the answers! Full of engaging and practical ideas, this innovative resource builds on the success of Emily's 15-Minute STEM (ISBN 978-178583335-9) and reassures teachers and parents that they don't need to be experts to deliver high-quality STEM education. Each of the 40 activities includes step-by-step instructions, takes just 15 minutes to complete and can be resourced from everyday materials found in the classroom or at home. This means that, with minimal preparation, teachers and parents can slot these cross-curricular activities into an otherwise busy day - simultaneously broadening children's learning and piquing their curiosity about the world around them. Accompanying instructions are phrased in a way that encourages the children to lead the learning and exploration, and opportunities for further investigation are provided in order to broaden the learning focus. Hand-drawn illustrations and full colour photographs are also included alongside each activity to give an idea of what the end results might look like. The activities make connections to real-world scenarios and have been linked to conceptually similar STEM-related careers - all of which are individually profiled in a glossary at the back of the book. The practical, problem-solving element of each activity offers a great way for children to develop important soft skills such as creativity, critical thinking and spatial awareness. Suitable for both educators and parents of young children.

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Book SynopsisPacked with fun, creative and multi-sensory activities, this resource will help children and teenagers with dyslexia become successful learners across the curriculum.The authors provide over one hundred tried-and-tested fun and imaginative activities and ideas to unlock the learning of children and teenagers with dyslexia in creative ways. The book is split into parts addressing literacy, numeracy, learning and cross curricular subjects. With fun activities like 'Spelling Ping-Pong' and 'Class Got Talent', it focuses on key skills such as listening, memory, spelling, writing and key board skills.Each activity includes a 'red herring' that will keep dyslexic children and teenagers entertained, extending them in interesting ways that will appeal to those who think outside of the box. Brimming with imaginative ideas, The Big Book of Dyslexia Activities is an essential toolkit for any teacher or parent working with children and young people with dyslexia.Trade ReviewWith practical ideas for classroom educators and interventionists, The Big Book of Dyslexia Activities is filled with ready to implement ideas that stretch beyond basic activities into extensions, allowing easy differentiation for diverse learning needs. This book is a must-have resource for all teachers. -- Corey Zylstra, M. Ed., International OG/MSL Teacher Trainer and Executive Director of REACH OG Learning Centres, CanadaA wonderful resource full of engaging and user-friendly activities cleverly combined with clear explanations to further our understanding of the learning strengths and needs of our young people with Dyslexia. The authors' advocacy for a fun, multi-sensory and scaffolded approach is beneficial for every student and encourages inclusivity. A very valuable book for all educators striving to provide creative and successful learning experiences for our children. -- Mandy Appleyard, Principal Teacher & Educational Consultant, Fun Track Learning Centre - Perth, Western AustraliaThis book is packed with practical ideas to enhance pupils' literacy and learning. Teachers could easily adapt these fun and engaging activities for teaching smaller groups or a whole class. Every task offers active learning opportunities to benefit all learners, not just those identified as dyslexic. -- Fiona Keir, Head of Support for Learning, ESMS Junior School, EdinburghThe authors of this new book have a wealth of practical experience and theoretical knowledge about dyslexia. They have drawn on this to provide an excellent treasury of well-theorised, tried and tested resources that will enable teachers and other educators in schools, and families at home, to support dyslexic young people in ways that will engage their interest, re-motivate the disengaged and enable them to make real sustained progress in their literacy learning. -- Janice Wearmouth, Professor of Education, University of BedfordshireA fabulous classroom resource! In The Big Book of Dyslexia Activities for Kids and Teens, Reid, Guise and Guise have collated an easy to implement, clearly explained bank of ideas and resources for our dyslexic learners which are fun and engaging. Clear explanations and rationale, sharing a wealth of experience, the authors have provided practitioners with an accessible means to further supporting our dyslexic pupils. -- Lorna Harkins, Head of Support for Learning, Kelvinside Academy, UKTable of ContentsPart 1: Literacy. 1. Reading. 2. Spelling. 3. Written Expression. 4. Vocabulary expansion/Grammar. Part 2: Learning. 5. General Knowledge. 6. Comprehension. 7. Learning Games for Fun. 8. Memory: tricks and strategies. Part 3: Cross Curricular. 9. Number Work. 10. English as an Additional Language (EAL). 11. Cross Curricular. 12. Creativity and Technology. 13. Home and School. Appendices.

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Book SynopsisContaining everything needed to teach beginning skills such as imitation, visual spatial awareness, expressive and receptive language skills and skills of daily living, this comprehensive ABA curriculum has been developed for individuals on the autism spectrum with a developmental age of approximately 3-5 years. Evidence-based, the resource guides instructors step-by-step through using ABA to teach over 140 beginning skills. The program can be individualized to meet the needs and interests of the individual, and instructions are given on how to do this. The accompanying online downloadable content contains the teaching materials needed to implement the program, including over 1000 color picture cards, handy printable copies of the curriculum programs, data forms and checklists. The authors also provide guidance on creating an effective ABA teaching environment, as well as a wealth of practical teaching strategies for ensuring therapy success.This is an unparalleled resource for professionals working with children with ASDs who are looking for a robust and ready-to-implement ABA curriculum. It will be a valuable tool for behaviour analysts, teachers, psychologists, occupational therapists and students in these fields, as well as to parents working with professionals to implement an ABA program.Table of ContentsAcknowledgments. About the Author. 1. Introduction to ABA Curriculum. 2. Curriculum Guide. 3. ABA Curriculum - Understanding the Task Analyses in this Program. 4. ABA Curriculum - Implementing the Task Analyses in this Program. 5. Teaching Strategies. 6. Data Collection and Data Recording. 7. Graphing. 8. Creating an ABA Environment. Curriculum Programs. 9. Attending Programs. Appropriate Sitting during a Family Meal; Appropriate Sitting during a School Activity; Sustained Eye Contact. 10. Imitation Programs. Complex Fine Motor Imitation; Complex Fine Motor Imitation with Objects; Complex Gross Motor Imitation; Complex Gross Motor Imitation with Objects; Imitation: Mirror-Speed-Intensity-Sequence; Pretend Actions Imitation (no objects used). 11. Visual Spatial Programs. Arrange by Series or Sequence; Building Block Formations, Extending Sequence Patterns; Matching Block Formations to Pictures of Block Formations; Matching Object Association; Matching Uppercase to Lowercase Letters; Matching Lowercase to Uppercase Letters; Mazes; Puzzles (Square Boarder and Jigsaw); Sorting Objects by Feature; Sorting Pictures by Feature; Sorting Objects by Function; Sorting Pictures by Function, What Doesn't Belong?12. Receptive Language Programs. Discriminating Sounds; Makes a Choice; Past Tense Verbs; Irregular Past Tense Verbs; Plurals; Irregular Plurals; Pronouns (He/She); Pronouns (His/Hers); Pronouns (I/You); Pronouns (My/Your); Pronouns (Their/Ours); Pronouns (We/They); Receptive Instructions Delivered In a Group; Receptive Instructions (Two Step); Receptive Labels of Attributes; Receptive Labels of Categories; Receptive Labels of Community Helpers; Receptive Labels of Emotions; Receptive Labels of Function of Body Parts; Receptive Labels of Function of Objects; Receptive Labels of Gender; Receptive Labels of Rooms and Objects in a Room. 13. Expressive Language Programs. Answer Simple "What" Questions; Answer Simple "When" Questions; Answer Simple "Where" Questions; Answer Simple "Where" Questions about a Classroom; Answer Simple "Which" Questions; Answer Simple "Who" Questions; Answer Simple Yes/No Questions; Answer Social Questions; Describes Pictures; Discriminating Sounds; Expanding Sentence Length (Action-Object); Expanding Sentence Length (Subject-Action); Expanding Sentence Length (Subject-Action-Object); Expanding Sentence Length (Subject-Object); Expanding Sentence Starters; Expressing Displeasure; Expressive Labels of Attributes; Expressive Labels of Categories; Expressive Labels of Community Helpers; Expressive Labels of Emotions; Expressive Labels of Function of Body Parts; Expressive Labels of Function of Objects; Expressive Labels of Gender; Expressive Labels of Rooms and Objects in a Room; Intraverbal Fill-Ins of Predictable Routines; Manners; Past Tense Verbs; Irregular Past Tense Verbs; Plurals; Irregular Plurals; Pronouns (He/She); Pronouns (His/Him/Hers); Pronouns (I/You); Pronouns (My/Your); Pronouns (Their/Ours); Pronouns (We/They); Provides Simple Directions to Another; Reciprocates Information; Requests Needed or Missing Materials; Simple Requests Using Questions; Simple Requests Using Sentences; Verbal Imitation of Phrases. 14. Academic Programs. Connect the Dots; Cutting; Expressive Labels of 3-Dimensional Shapes; Expressive Labels of Beginning Sounds of Letters; Expressive Labels of Money; Expressive Labels of Opposites; Folds Paper; Part/Whole Relationships; Painting; Pasting and Gluing; Quantitative Concepts; Receptive Labels of 3-Dimensional Shapes; Receptive Labels of Beginning Sounds of Letters; Receptive Labels of Money; Receptive Labels of Opposites; Reading: Matching Letter Sounds to Pictures; Reading: Matching Words to Pictures; Rhyming; Task Duration. 15. Play/Social Programs. Duck Duck Goose; Independent Play via a Play Schedule; Participation in Complex Childhood Songs & Games; Playground: Ladder; Playground: Merry Go Round; Playground: Monkey Bars; Playground: Sliding Board; Playground: Swing; Playground: Teeter Totter; Playground: Tunnel; Pretend Play: Birthday Party; Pretend Play: Detective; Pretend Play: Doctor; Pretend Play: Kitchen; Pretend Play: Mommy & Daddy; Pretend Play: School; Pretend Play (No Props); Pretend Play: Same Role - Dancers; Pretend Play: Same Role - Pirates; Pretend Play: Same Role - Princesses; Pretend Play: Same Role - Race Car Driver; Pretend Play: Same Role - Train Engineers; Swimming: Level 1; Symbolic Play; Turn-Taking. 16. Adaptive Skills Programs. Applying Chap Stick; Buttoning and Unbuttoning; Cleans Ears; Dressing and Undressing: Putting on and Taking Off Gloves; Dressing and Undressing: Putting on and Taking off Gym Clothes; Snapping and Unsnapping; Systematic Desensitization: Brushing Hair; Systematic Desensitization: Brushing Teeth; Unzips a Zipper; Waiting; Walks Backwards; Wipes Hands and Face; Zips a Connected and Unconnected Zipper. References. Index.

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Book Synopsis_______________ “If there’s one thing I can guarantee in your first year, it’s that you will experience every emotion possible. Fear should never be the first… always start with excitement!” Those words were the best piece of advice I was given as I stepped into my first teaching role and I wrote this book to show you the same. While teaching is a rollercoaster, the rewarding career you are about to embark on will be filled with fun, challenge, success, satisfaction and much more. _______________ Each chapter in this funny book explores an element of the school year that any new primary teacher could encounter during their first year in the classroom. From assemblies to trips, observations to Ofsted, and Christmas performances to performance reviews, each topic is bursting with anecdotes (with all of the funny bits left in) and provides tips and techniques to help you navigate the Early Career Framework. This book is here to be a companion and a guide as you approach your first teaching role and to support you both professionally and personally.Trade ReviewStarting to teach is a scary time. This book demystifies the process. It will hold your hand through the first year and beyond. * Haili Hughes, Principal Lecturer at the University of Sunderland @HughesHaili *This practical and informative book will be an inspiration for teachers who are beginning their career. I love the great tips and advice, such as 'be yourself'. * Dr Neil Hawkes, Founder of Values-based Education *Table of ContentsIntroduction The night before Inset days The first day with a new class Marking Questions Staff meetings Course days Guess who? The first observation Break duty School trips Assemblies Parents’ evenings Non-school uniform days Performances Staff nights out The work–life balance Running a club Cake sales Half terms Exams Residential trips Class assemblies Strike day Ofsted Governors Bank holidays Wet playtimes The summer fair Behaviour Complaints Sports day The little things Countdowns to everything The final day of the year Young versus old Outside perceptions Desk-chair days Funny moments

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Book SynopsisTeachers who want to cut lesson planning time should welcome this series in the new edition, revised in line with the New Framework and updated with new models. It aims to: help teachers cover every sort of writing type they need; fine tune lessons by following key teaching points for each model; and deliver the literacy hour to pupils of varying ability using different versions of the same model.Table of ContentsIntroduction Poetry models Narrative models Non-fiction models Teachers' notes

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Book SynopsisTeachers who want to cut lesson planning time should welcome this series. The new editions are revised in line with the new literacy framework and bring you new models. Writing Models aims to help teachers cover every sort of writing type they need including visual and multimodal texts; fine tune lessons by following key teaching points for each model; and deliver the new literacy units to pupils of varying ability using different versions of the same model.Table of ContentsIntroduction; Poetry Models; Story Models; Non-Fiction

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Book SynopsisThere is still great uncertainty in the teaching profession regarding the effective delivery of ICT. This introductory book provides both trainee and practising teachers with a clear understanding of the ICT National Curriculum and how to teach it.Combining extensive practical advice with a critical discussion of the key theoretical issues, the book will help teachers develop their pupil's true ICT capability through clear explanations of the Programmes of Study, full guidance on using QCA Scheme of Work, different and creative ideas for delivering the ICT National Curriculum, and the confidence and ability to go beyond the QCA Sceme of Work for ICT.Table of ContentsThe nature and purpose of the ICT curriculum; The nature of ICT capability; Progression in ""Exchanging and sharing information""; Progression in ""Finding things out""; Progression in ""Making things happen""; Progression in ""Developing ideas""; Medium term planning and the QCA Schemes of Work; What, when, how and why: Teaching ICT; Exchanging and sharing information: An alternative scheme of work; Assessing ICT Capability

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Book SynopsisEmotional difficulties in children aged 5-11 can display themselves in a range of different behaviours, and it is important for staff in schools to be able to identify and address these problems, and to provide appropriate help. This easy-to-use tool provides an observation checklist which enables staff to identify behavioural patterns in children with social and emotional difficulties, analyse the emotional difficulties underlying these behaviours and establish what kind of help and support the children need. Behavioural responses are categorised within clearly outlined topics, including behaviour, play and relationship with peers, attachment behaviours, emotional state in the classroom and attitude to attendance. Checklists and diagrams identify different 'styles' of relating (secure, avoidant, ambivalent), to help school staff who work with children and their families to respond appropriately to the individual needs of each child. A range of handouts include activities designed to provide emotional support, to focus and regulate behaviour and enable the child to develop important social and emotional skills.Suitable for use with children aged 5-11, this tool will be an invaluable resource for teachers, teaching assistants, learning support staff, school counsellors and educational psychologists.Trade ReviewThis book is well written and beautifully presented, overfilling with useful information. It is an excellent resource for teachers, teaching assistants, educational psychologists and play therapists to help understand the sensitive emotional needs of children and identify what kind of support to put in place. -- Play for Life[W]ith increasing numbers of [staff] now becoming aware of the impact of relational trauma and loss upon the capacities of children in their care, tools such as those recommended here are welcomed. This book provides clear descriptors of some of the possible vulnerabilities around for these children and a framework through which to make sense of these vulnerabilities with an attachment focus... Dr Golding and her colleagues have made a significant contribution to inclusive practice by contributing this book'Much of what these children need to learn can't be learnt alone through text books. They need you and me. Relationships matter. Let's take up our responsibility in ensuring that these children experience healthy secure attachment in our care so that they can be all that they can and want to be, making valuable contributions towards our shared society. -- From the Foreword by Louise Bombèr, Attachment Support Teacher TherapistBuilding on its excellent companion book for preschool settings, Kim Golding et al beautifully demonstrate how to use their Observation Checklist for understanding and developing support and action programs in school settings for children from age 5 to 11. They clearly describe attachment theory and its implications for understanding the emotional and social difficulties that often emerge from attachment difficulties and insecure attachment styles. They provide a context for understanding the child's behavioural challenges which will greatly assist in developing relationship-focused interventions. Finally, with this core attachment perspective they show how to use their Checklist to develop a specific profile of the child and an action program that best meets his unique developmental needs. In short, the authors' Observational Checklist and the action plans that are certain to emerge from its use, will enable the educator to develop very sensitive and sophisticated interventions to best meet the child's attachment, emotional, and social needs. -- Daniel A. Hughes, Ph.D., Licenced Psychologist and author of Building the Bonds of Attachment, 2nd editionTable of ContentsAcknowledgements. Foreword by Louise Bombèr. 1. Introduction: About this Resource. 1. Child Development in the Early Years. 2. Recognising the Emotional Needs of Children in School. 3. Understanding Emotional Needs through Knowledge of Attachment Theory. 4. Introducing the Observation Checklist. 5. Detailed Guidance for Completing the Checklist Section by Section. 6. Worked Examples of the Observation Checklist: Chloe and Jacob. 7. Analysis of Information: Interpreting the Completed Checklist. 8. Worked Examples of Interpreting the Checklist and Support Plans: Chloe and Jacob. 9. Helping the Child with Attachment Difficulties in School. 10. Helping the Child with Different Attachment Styles in School. 11. Supporting the Emotional Needs of Children with Attachment Difficulties. 12. Supporting Children with Multiple Difficulties. Appendix 1. Observation Checklist. Appendix 2. Attachment Theory and Schools. Appendix 3. Glossary. Appendix 4. Glossary for UK Education System. Appendix 5. Bibliography and Websites. References.

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Book SynopsisAn inspiring new series of books that takes away any barriers to teacing and Learning in natural environments, inside, outside and beyond. Highly accessible for anyone working with children from 3 to 11 years old. The series is designed to offer support to staff to raise their own knowledge and skills to empower them to use authentice experiences to deliver a broad curriculum, whilst celebrating children's voices as guides to the potential learning possibilities. It provides information, curricular links and progression in learning with benefit risk assessments all in one place. A must have for all who are learning outside the classroom. A5, Full colour photographs throughout with a Foreword by Tim Gill.Trade Review'The true value of this little gem of a book is that it respects the power of allowing children to have their own adventures, follow their own imaginations and make their own discoveries.' Tim Gill 'An invaluable and inspirational resource, by an internationally recognized expert in her field, that beautifully illustrates the power of nature to amplify every dimension of learning.' Richard Louv, author, 'The Nature Principle' and 'Last Child in the Woods'.Table of ContentsForeword - Tim Gill Introduction by Claire Warden Chapter 1 What is Charcoal Chapter 2 Case Studies with Anaylsis and Possible Lines of Develpment (a) Transforming wood into charcoal (b) Exploring charcoal as a material in mixtures Chapter 3 Curricular Links Overview Plan Concept, Knowledge, Skills Chapter 4 Developing Skills How to Make Charcoal How to make an ember bowl How to make a water filter Chapter 5 Benefit Risk Assessment Summary

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Book Synopsis

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Book SynopsisAs attitudes to mental health shift, primary schools in England will teach compulsory lessons on health (including mental health) from 2020. Yet mental health is far more than the absence of illness - it also means having self-belief and the resilience to cope with stress and change. In order to teach such skills, teachers and other staff must equip themselves and their workplaces with the procedures, understanding and confidence required to monitor mental health, share concepts effectively, identify warning signs and act appropriately if issues arise. Mental Health and Wellbeing in Primary Education puts all the information they need at their fingertips - with detailed guidance on creating a culture of wellbeing, overviews of how a wide variety of common mental health problems are diagnosed and managed, warning signs to look out for, and a range of ready-made forms, exercises and lesson plansTable of ContentsTable of Contents Introduction Part 1: Putting mental health and wellbeing first 1. Identification, responses and interventions 2. Ready to learn 3. A whole school approach Part 2: Wellbeing 4. Wellbeing for all 5. Building Emotional Intelligence 6. Managing and mastering screens Part 3: Mental health presentations and conditions 7. Anxiety, Panic and OCD 8. Low mood 9. Behaviours that challenge, anger and defiance 10. Attachment difficulties and Trauma 11. Autism Spectrum Condition 12. Difficulties with attention, hyperactivity, impulsivity and tics 13. Onset of puberty and gender identity 14. Feeding and eating disorders Part 4: Transitions 15. Introduction to transitions 16. Transition into Early Years settings 17. Daily transitions 18. Year-to-year transitions 19. Transition to Secondary school Part 5: Resources 20. Lesson plans and resources 21. Glossary 22. Further reading and guidance

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects._______________Computers are just for playing games, right? Many of your pupils will think so. It may be a cultural shift for both the pupils and their parents to change that perception of computing. However, the learning gained from the ''games'' played on computers in the primary classroom will help to prepare children to live and work in the modern world. The teaching ideas in Teaching Primary Computing are engaging, easy to implement, and use mostly free tools that operate across the many digital platforms that primary schools use. Addressing every aspect of the National Curriculum, the book is split into year groups, and each chapter offers practitioners an essential summary of all the information and vocabulary needed to successfully implement exciting, well-structured lessoTrade ReviewI'm very pleased with the Bloomsbury Curriculum Basics range and would highly recommend them to home school parents and new teachers too. There's a wealth of knowledge to be gained from them as well as lesson plans to guide you through each lesson ensuring you meet the criteria. In my mind, they are a great investment as they'll see you through all 6 years of Primary education. * Nazira, lovehijabgirl.blogspot.co.uk *

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects._______________Covering a range of different sports including basketball, hockey, football, tag rugby, tennis, gymnastics, cricket and athletics for KS1 and KS2, Teaching Primary PE encompasses a complete teaching framework for planning and delivering effective lessons. With helpful summaries and key teaching points, this book also includes notes on differentiation and progression to suit all ages and ability levels. Each activity is aligned with National Curriculum requirements for attainment tracking. Each lesson is broken down into lesson objectives, warm-ups, main lesson, match play, cool down and plenary. This must-have resource will equip any primary teacher to tackle PE lessons with confidence!Trade ReviewThe author is highly qualified in his field, so you can be sure these lessons will be effective… The lesson plans are clear and include cross- curricular links and differentiation. An excellent resource. * Parents in Touch *... equips non-specialists to confidently deliver engaging lessons. * Teach Primary *I'm very pleased with the Bloomsbury Curriculum Basics range and would highly recommend them to home school parents and new teachers too. There's a wealth of knowledge to be gained from them as well as lesson plans to guide you through each lesson ensuring you meet the criteria. In my mind, they are a great investment as they'll see you through all 6 years of Primary education. * Nazira, lovehijabgirl.blogspot.co.uk *

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Book SynopsisA Creative Approach to Teaching Science is filled with exciting and innovative ways to teach and meet the objectives for primary physics, chemistry and biology from Years 1-6. Each idea has been tried and tested, used in the classroom with children of the relevant age range, and all are deep rooted in practical enquiry with clear links to the statutory requirements for primary science.This book is jam-packed full of strategies and ready made ideas with a creative edge, aimed at engaging children and encouraging them to think critically and scientifically, and to consider key scientific topics in real life scenarios. This book is a must-have for teachers looking to inspire their pupils, and making sure they have fun along the way.

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Book SynopsisResearch by the Education Endowment Foundation has confirmed that developing metacognition (supporting pupils to think about and develop themselves as learners) is a strategy with high and proven impact. From Snakes and Ladders to Countdown Conundrums, this book provides 50 photocopiable games to get children playing with and being comfortable around words by encouraging them to independently think and talk about their writing and reading choices. Igniting Children''s Writing is the perfect resource for any teacher looking to develop literacy skills across the curriculum and help their pupils gain confidence in reading, writing, thinking, spelling and talking. These 50 activities are not only extremely effective for Reading SATs preparation, but they are also fun, creative and can be easily adapted by teachers. Each game has been tried and tested by author Mark McCaughan, who is currently supporting schools where performance was low in the Reading SATs, and using the activities

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.Offering 100 fun, practical ideas for teaching primary maths, this is the perfect resource for teachers looking for creative ways to vary their practice. The activities cover the entire maths National Curriculum for Key Stages 1 and 2, from number and place value to fractions, measurement, geometry and algebra. The ideas are rooted in a mastery approach and are designed to support both struggling and able learners, but they can easily be embedded into any teaching method and work brilliantly in all classrooms.Whether you're looking to grow your confidenc

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you! The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers. Each title includes at least ten additional extra-creative Bonus Ideas that won't fail to inspire and engage all learners. Jennifer Murray provides a rich toolbox of supportive ideas to promote and protect wellbeing for both you and your pupils, and to help all to flourish. Activities such as 'care treasure maps' and 'connection clubs' are easy to try and to sustain, and all have been used to make a positive difference in primary schools across the UK. There is a section dedicated to teacher wellbeing as well as a broad range of strategies to use in the classroom with your pupils, covering language, relationships, physical movement, self-awareness, appreciation and awareness of your environment and much more.Trade ReviewThis book is filled to the brim with interesting, varied and practical ideas for busy teachers so that they can positively influence children’s wellbeing for many years to come. -- Adrian Bethune * author and founder of Teachappy @AdrianBethune *Bursting with lots of little ideas sure to have a BIG impact on your wellbeing. Brilliant! * Pooky Knightsmith, author of The Mentally Healthy Schools Workbook @pookyh *Just another book on wellbeing? Far from it – Jennifer has written a book that can help embed wellbeing into your culture and curriculum. Ten balanced and reflective sections allows the practitioner to collate ideas for staff and pupils into the long term strategy for MHWB in your school. * Andrew Cowley, author of The Wellbeing Toolkit and The Wellbeing Curriculum @andrew_cowley23 *Lots of super wellbeing ideas from Jennifer Murray. Some may be familiar to the reader, but all are presented in an engaging and accessible format that is supported by on-line resources. * Mary Mountstephen, Editor for SEN Magazine @SENMagazine *The author's values and experience illuminate every page - full of engaging ideas and wise words. A must-read for everyone wanting to nurture the wellbeing of teachers and children! -- Anna Lise Gordon * Professor of Education @AnnaLiseGordon *Jennifer shares 100 practical ideas to support staff and pupil wellbeing in an easy to go to format. Simple, common sense ideas to ensure your cup is full enabling you to be the teacher you want to be by putting your wellbeing first in order to support other colleagues and the children. * Rachel Orr, Leadership Coach and Retired Headteacher @RachelOrr *100 Ideas for Primary Teachers: Wellbeing by Jennifer Murray is packed with ideas and strategies to encourage, engage and empower all teachers and school leaders to create a culture of care and wellbeing in their schools. * Patrick Ottley-O’Connor, Wellbeing and Leadership Coach @ottleyoconnor *If ever the teaching profession needed a book, it is this one! Within it are so many simple and helpful suggestions. There is something for any teacher, at any career stage. -- Dr Vicky Randall * Senior Fellow in Teacher Education, University of Winchester *

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