Secondary schools Books

Book SynopsisDrama at the Heart of English is unique in its exploration of drama's potential to revitalise English as a secondary school subject. It focuses specifically on the value and inclusive nature of educational drama practices in the reading of literary, dramatic and multimodal texts in the English classroom.Examples from the authors' research show English teachers working in the drama-in-English mode with real learners as part of their everyday classroom activity. Challenging current curriculum and assessment constraints, the authors argue that drama-in-English pedagogy re-establishes English as a creative, imaginative and interactive subject. This book: offers a blend of theory and practice to demonstrate the powerful potential of drama-in-English proposes that drama is a uniquely sustainable form of learning in English when fully integrated into the daily work of classroom teachers highlights the intrinsic connection that exists between dramaTrade Review"This welcome and relevant book powerfully articulates and advocates for the place of drama ‘at the heart of English’ in secondary schools. The authors, all experts in the field, consider the political, historical and social dimensions of drama within English teaching drawing on a strong theoretical framework rooted in Vygotsky and grounded in everyday classroom pedagogies. The book traces the complex relationship between drama and English over time, analysing specific policy shifts which shaped perspectives about the role of drama teaching within English. Then we move to the authors’ theoretical framing for the development of their ‘drama-in English pedagogy’. Classrooms come to life as they share approaches and examples from their own experience as teachers, teacher educators and researchers before closing with a persuasive mandate for drama in English and its potential for creative, joyful and intellectually stimulating classroom encounters between children and the texts they read. This is a must-read book for all involved in English teaching."Jo McIntyre, Professor of Education, University of Nottingham "At a time when applications to study English at higher level are falling and students report their dissatisfaction with their experience of studying it, comes this book to help teachers to show their students that literature is ultimately about human experience and that drama as a pedagogy is about engaging effectively with that experience to make it memorable and meaningful. but that helps to contextualise the problems we’ve encountered as a profession as we’ve struggled to match the ideological demands of politicians with the very human needs of our students. This book will help you to navigate that path and find a mode of resistance." Debra Kidd, Teacher and Author"There is no other book quite like this, to my knowledge: its breadth, depth and intellectual rigour mark it out. Breadth: in its insistence on "an expanded view of English, one that integrates English, drama and media". Depth: in its profound understanding of the contribution drama can make to literacy and learning, historically situated and grounded in long experience of classrooms . Rigor: in its agile deployment of theory, and its bridge building between dramatic play and engagement with literary narrative. It rings with the voices of young people and teachers, and with the dramatic autobiographies of its authors. Properly critical of a contemporary context which threatens the arts in education, it also shows how the liberating outcomes of drama are not antithetical to exam success. It should be required reading for all who aspire to teach English, and to research it." Andrew Burn, Professor of English, Drama and Media, University College London Institute of Education "As a secondary school English teacher, I sometimes worry that drama activities are a fun but frivolous break from the more ‘serious business’ of classwork. However, the many examples that this book gives of a drama-based approach to reading convincingly illustrate that this playful, joyful engagement with the text is also powerfully rigorous in developing critical, confident and sensitive readers. This is underscored by the cogent exploration of the theoretical and pedagogical underpinnings of drama-in-English, which, while historically situated in a British context, has core concepts which are relevant to classrooms around the world. The authors’ keen understanding of both learners’ and teachers’ experiences resonated deeply with me and made their advocacy of drama-based pedagogy even more persuasive – plus, they gave me a lots of ideas that I can’t wait to try with my students."Erin Woodford, English Practitioner-Researcher, Singapore"Deftly combining theory and practice, Bryer, Pitfield and Coles show how an embedded form of drama can enhance all aspects of secondary English, particularly in respect of reading and writing – whilst, crucially, arguing that drama-in-English draws on professional skills that English teachers already possess. What’s more, the authors demonstrate that this approach promotes critical reflection, creativity and learner autonomy – facets of English that are somewhat neglected in the current curriculum. This refreshing take on English pedagogy really made me pause and reflect on my own teaching practice!" Meera Chudasama, English, Media and Film Studies Teacher, Milton Keynes"This is a timely call to action for English teachers. Numbers studying English are declining; to re-engage young people we must revitalise how we teach it and create more space for joy in learning. Drama at the Heart of English makes a compelling case for how to do this so that creativity, critical thought, empathy and resilience are developed alongside a love of English. in a post pandemic landscape this book provides ways to connect students with English. It is essential reading for English departments, ITE English courses and English subject associations."Maria Avellano, Assistant Headteacher, Furze Platt Senior School, Maidenhead“I very much enjoyed reading this important book. It took me back to key thinkers who had such a profound influence on my own teaching practice – Barnes, Britton, Vygotsky, Iser – and many more – not as a summary, but as a re-interpretation of their work which is fresh and novel. The links between Drama and English (subjects both rooted in the imagination, which, as the authors note, Vygotsky says is the foundation of the ‘entire world of human culture, as distinct from the world of nature’) are so intelligently and carefully explained, making the authors’ argument utterly convincing. Read and enjoy!” Mary Bousted, Joint General Secretary, National Education Union (NEU)“Busy English teachers need relevant research about teaching and learning to be both synthesised clearly and linked effectively to what we could and should be doing in our classrooms. Drama at the Heart of English is one of those rare books that succeeds in these dual aims. Its authors draw on a wealth of historical and contemporary evidence to support their passionate belief that Drama is a vital tool in motivating our students and raising their attainment. Their argument is all the more convincing because it is supported by descriptions of its practical application in real classrooms with a range of learners. This book will enhance and improve your teaching!”Moira Nolan, English Teacher and Advanced Skills Teacher, Sydney "This welcome and relevant book powerfully articulates and advocates for the place of drama ‘at the heart of English’ in secondary schools. The authors, all experts in the field, consider the political, historical and social dimensions of drama within English teaching drawing on a strong theoretical framework rooted in Vygotsky and grounded in everyday classroom pedagogies. The book traces the complex relationship between drama and English over time, analysing specific policy shifts which shaped perspectives about the role of drama teaching within English. Then we move to the authors’ theoretical framing for the development of their ‘drama-in English pedagogy’. Classrooms come to life as they share approaches and examples from their own experience as teachers, teacher educators and researchers before closing with a persuasive mandate for drama in English and its potential for creative, joyful and intellectually stimulating classroom encounters between children and the texts they read. This is a must-read book for all involved in English teaching."Jo McIntyre, Professor of Education, University of Nottingham "At a time when applications to study English at higher level are falling and students report their dissatisfaction with their experience of studying it, comes this book to help teachers to show their students that literature is ultimately about human experience and that drama as a pedagogy is about engaging effectively with that experience to make it memorable and meaningful. but that helps to contextualise the problems we’ve encountered as a profession as we’ve struggled to match the ideological demands of politicians with the very human needs of our students. This book will help you to navigate that path and find a mode of resistance." Debra Kidd, Teacher and Author"There is no other book quite like this, to my knowledge: its breadth, depth and intellectual rigour mark it out. Breadth: in its insistence on "an expanded view of English, one that integrates English, drama and media". Depth: in its profound understanding of the contribution drama can make to literacy and learning, historically situated and grounded in long experience of classrooms . Rigor: in its agile deployment of theory, and its bridge building between dramatic play and engagement with literary narrative. It rings with the voices of young people and teachers, and with the dramatic autobiographies of its authors. Properly critical of a contemporary context which threatens the arts in education, it also shows how the liberating outcomes of drama are not antithetical to exam success. It should be required reading for all who aspire to teach English, and to research it." Andrew Burn, Professor of English, Drama and Media, University College London Institute of Education "As a secondary school English teacher, I sometimes worry that drama activities are a fun but frivolous break from the more ‘serious business’ of classwork. However, the many examples that this book gives of a drama-based approach to reading convincingly illustrate that this playful, joyful engagement with the text is also powerfully rigorous in developing critical, confident and sensitive readers. This is underscored by the cogent exploration of the theoretical and pedagogical underpinnings of drama-in-English, which, while historically situated in a British context, has core concepts which are relevant to classrooms around the world. The authors’ keen understanding of both learners’ and teachers’ experiences resonated deeply with me and made their advocacy of drama-based pedagogy even more persuasive – plus, they gave me a lots of ideas that I can’t wait to try with my students."Erin Woodford, English Practitioner-Researcher, Singapore"Deftly combining theory and practice, Bryer, Pitfield and Coles show how an embedded form of drama can enhance all aspects of secondary English, particularly in respect of reading and writing – whilst, crucially, arguing that drama-in-English draws on professional skills that English teachers already possess. What’s more, the authors demonstrate that this approach promotes critical reflection, creativity and learner autonomy – facets of English that are somewhat neglected in the current curriculum. This refreshing take on English pedagogy really made me pause and reflect on my own teaching practice!" Meera Chudasama, English, Media and Film Studies Teacher, Milton Keynes"This is a timely call to action for English teachers. Numbers studying English are declining; to re-engage young people we must revitalise how we teach it and create more space for joy in learning. Drama at the Heart of English makes a compelling case for how to do this so that creativity, critical thought, empathy and resilience are developed alongside a love of English. in a post pandemic landscape this book provides ways to connect students with English. It is essential reading for English departments, ITE English courses and English subject associations."Maria Avellano, Assistant Headteacher, Furze Platt Senior School, Maidenhead“I very much enjoyed reading this important book. It took me back to key thinkers who had such a profound influence on my own teaching practice – Barnes, Britton, Vygotsky, Iser – and many more – not as a summary, but as a re-interpretation of their work which is fresh and novel. The links between Drama and English (subjects both rooted in the imagination, which, as the authors note, Vygotsky says is the foundation of the ‘entire world of human culture, as distinct from the world of nature’) are so intelligently and carefully explained, making the authors’ argument utterly convincing. Read and enjoy!” Mary Bousted, Joint General Secretary, National Education Union (NEU)“Busy English teachers need relevant research about teaching and learning to be both synthesised clearly and linked effectively to what we could and should be doing in our classrooms. Drama at the Heart of English is one of those rare books that succeeds in these dual aims. Its authors draw on a wealth of historical and contemporary evidence to support their passionate belief that Drama is a vital tool in motivating our students and raising their attainment. Their argument is all the more convincing because it is supported by descriptions of its practical application in real classrooms with a range of learners. This book will enhance and improve your teaching!” Moira Nolan, English Teacher and Advanced Skills Teacher, Sydney Table of Contents1. Introduction 2. Drama in English: A historical perspective 3. Drama-in-English frameworks 4. Reading and role 5. Drama and writing 6. ‘Active Shakespeare’: A special case? 7. Multimodal meaning-making through digital media 8. The formation of English teachers 9. Conclusions

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Book SynopsisAs the first book in the Making Disciplinary Language Visible series, this practical toolkit helps teachers promote disciplinary literacy development for Multilingual learners and their peers in the 512 social studies classroom. Using systemic functional linguistics (SFL) and the SFL-informed genre pedagogy, the Teaching and Learning Cycle for Disciplinary Genres, the book shows teachers how to teach content using language as a meaning-making resource. Besser and Westerlund provide clear guidance on understanding how language is used in the discipline and provide practical tools to empower teachers to teach language in the service of social studies disciplinary genres.Chapters feature authentic vignettes to illustrate problems of practice, annotated social studies texts, practical curriculum design tools, exercises for readers to develop knowledge about language, and sample scripts for practical application.Trade Review"Sharon Besser and Ruslana Westerlund’s Making Language Visible in Social Studies is a must-read resource for anyone who is passionate about teaching for equity through social studies. Their practical, empowering, and language-based disciplinary literacy approach provides teachers with a unique and effective path to maximally improve their students’ disciplinary expertise in social studies."Dr. Andrés Ramírez, Associate Professor in the Department of Curriculum and Instruction at Florida Atlantic University"Making Language Visible in Social Studies offers teachers of social studies the essential ‘behind the scenes’ support to integrate attention to the language and content of social science. The authors address both the ‘what’ of key disciplinary texts for learning and the ‘how’ of pedagogic practice, including authentic texts and practical activities to engage and support literacy for learning in social science."Sally Humphrey, Senior Lecturer, School of Education, Australian Catholic University "This book is a much-needed collection for teachers and teacher educators in need of resources to develop their knowledge base about how language is used in social studies. With practical concepts, ideas, and tools, this book will empower teachers to teach language in the context of social studies disciplinary genres. Chapters illustrate problems of practice with annotated social studies texts showing language features and functions that can be used in curriculum design and practical applications for both content and language teachers."Luciana C. de Oliveira, Ph.D., Professor and Associate Dean for Academic Affairs and Graduate Studies, School of Education, Virginia Commonwealth University"Social Studies teachers are literacy teachers. This book clearly shows what these teachers need to know about language and how to teach it in the context of social studies classes for the benefit of students’ acquisition of knowledge and ability to function as literate individuals."María Estela Brisk, Boston College, Emeritus ProfessorTable of ContentsChapter 1What does it mean to make language visible in Social Studies and why do we need to do it?Chapter 2What is the nature of language in Social Studies explanations?What do we mean by explain? Chapter 3 What is the nature of language of arguments in Social Studies? What do we mean by argue? Chapter 4How to make Language visible using the Teaching and Learning Cycle for Disciplinary GenresChapter 5A language-based approach to disciplinary reading

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Book SynopsisThis exciting new book from the bestselling authors of The Science of Learning takes complex ideas around teaching and learning and makes them easy to understand and apply through beautifully illustrated graphics. Each concept is covered over a double-page spread, with a full-page graphic on one page and supportive text on the other. This unique combination of accessible images and clear explanations helps teachers navigate the key principles and understand how to best implement them in the classroom.Distilling key findings and ideas for great evidence-based teaching from a broad range of contemporary studies, the book covers the research findings, ideas and applications from the most important and fundamental areas of teaching and learning including: Retrieval Practice Spacing Interleaving Cognitive Load Theory Rosenshineâs Principles Feedback <Trade Review“Best synthesis of cognitive science ever” Mary Myatt, Education writer, speaker, founder Myatt & Co “Visual learning at its best” John Hattie, Melbourne Laureate Professor Emeritus, Melbourne Graduate School of Education. Author of bestselling Visible Learning series “Absolutely illuminating” Jenny Griffiths, Research and Knowledge Manager, Teach First “Game changing” Jade Pearce, Director of Programmes and author of 'What Every Teacher Needs to Know' “Seminal” Henry Sauntson, Director Teach East SCITT “Heavy concepts made incredibly accessible” Lekha Sharma, author of Curriculum to Classroom “Enlightening” Dr Claire Badger, Assistant Head, Teaching and Learning, The Godolphin and Latymer School “Complex research beautifully rendered” Dr. Carl Hendrick, author of 'How Learning Happens' “Expertly clarifies complex concepts” Sarah Cottingham, MA Educational Neuroscience, Associate Dean at Ambition Institute. “A warm bath for your brain” Peps McCrea, Dean at Ambition Institute, Director at Steplab, Author of the High Impact Teaching series “Infographabulous” Paul Kirschner, Professor Emeritus Open University of the Netherlands, Guest Professor Thomas More University of Applied Sciences (Antwerp, Belgium), Owner kirschner-ED “Pure gold for every teacher” Darren Leslie, PT Teaching & Learning and host of the Becoming Educated podcast “Exceptional!” Rhiannon Rainbow, School Improvement Leader and Co-founder #GLTBookClub “Visually stunning, intellectually stimulating” Mark Roberts, Director of Research and English teacher, Carrickfergus Grammar School. Table of ContentsHow to read this book What you’ll get from reading Teaching & Learning Illuminated Memory and Learning Retrieval Practice Spacing and Interleaving Cognitive Load Theory What’s next for Cognitive Science? Rosenshine’s Principles of Instruction Getting answers to your questions Feedback Motivation and Resilience Preparing to learn What all teachers (but especially Senior Leaders) need to know What all teachers (but especially Primary teachers) need to know Thinking biases In case you got this far Should you recommend this book to a colleague? Where to find out more Studies, books and articles that inspired and influenced us

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Book SynopsisIn this essential textbook for students, Trevor Cotterill delves into the four broad areas of need identified in the SEND Code of Practice (2015), providing a spotlight on current research into a range of identified difficulties as well as outlining the appropriate pedagogical approaches required to support these needs in children and young people. Closely mirroring the SEND Code of Practice (2015), each distinct area of need associated with cognition and learning, communication and interaction, physical and sensory issues and social, emotional and mental health difficulties features essential overviews of research and current thinking within each area. Supported with case studies, learning objectives and reflection points, this text includes discussions on autistic spectrum disorders, profound and multiple learning difficulties, ADHD, mental health, physical and sensory difficulties and adverse childhood experiences as they relate to the SEND Code of Practice (2015). Fully Table of ContentsPart I: Exploring Cognition and Learning Needs 1. The underpinning theory and research evidence 2. The impact of Cognition and Learning Needs on individuals and families 3. Pedagogical approaches to support these needs Part II: Exploring Sensory and/or Physical Needs 4. The underpinning theory and research evidence 5. The impact of Sensory and/or Physical Needs on individuals and families 6. Pedagogical approaches to support these needs Part III: Exploring Social, Emotional and Mental Health Difficulties (SEMH) 7. Underpinning theory and research evidence 8. The impact of Social, Emotional and Mental Health Difficulties on individuals and families 9. Pedagogical approaches to support these difficulties Part IV: Exploring Communication and Interaction Needs 10. The underpinning theory and research evidence 11. The impact of Communication and Interaction Needs on individuals and families 12. Pedagogical approaches to support these needs

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Book SynopsisPrinciples of Dynamic Pedagogy reinvigorates teachersâ potential to cultivate meaningful growth in their students by leveraging a more reciprocal, interdependent relationship between curriculum, instruction, assessment, and learning. The latest findings from cognitive science, educational psychology and measurement, clinical practice, and socio-cultural studies offer todayâs educators a unique opportunity to accommodate the strengths and challenges of diverse learners. How does this research synthesize into an iterative pedagogical process that fosters engaged, responsive students and facilitates their achievement of learning goals and objectives?Principles of Dynamic Pedagogy introduces students, faculty, and scholars of teacher education to the metacognitive competencies needed to ensure that students acquire, revisit, and explicitly comprehend their emerging knowledge and skills throughout the lessons of a curriculum unit. Driven by the conceptual and empirical foundations of the Dynamic Pedagogy model, this book will support current and future educators in consistently guiding their students to recognize, apply, and improve feedback on using metacognitive and cognitive processes for learning. Regardless of domain, teachers will be better prepared to manage their classrooms with a coherent approach to decision-making, adjustments to practice, monitoring and feedback, assessment design, and reflection.

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Debates in Music Teaching encourages both graduate and postgraduate students and practising teachers to engage with contemporary issues and developments in music education. It introduces a critical approach to the central concepts and practices that have influenced major interventions and initiatives in music teaching, and supports the development of new ways of looking at ideas around teaching and learning in music.Bringing together leading international experts, the chapters consider key issues in music education alongside reflective questions to help shape research and writing. This second edition has been fully updated to reflect the latest debates in the field including: the justification for music in the school curriculum music education and cognitive psychology the nature of musical knowledge partnerships in music education the nature of musical development social justice and music education the place of diverse musical genres and traditions in the music curriculum pedagogies of composing environmentally sustainable practices for teaching music with technology the professional journeys and identity of music teachers Written to help readers to form their own personal philosophy of music education and stimulate critical and creative thinking, Debates in Music Teaching is essential reading for all student and practising music teachers.

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Book SynopsisImproving Learning in Physical Education identifies some key challenges in physical education that impact on pupilsâ learning, looking at how they manifest over time and suggesting what teachers can do to address them.Each chapter features a real-life case study to illustrate a specific challenge and identify some possible causes. It then draws on theory, research and evidence that might explain what is happening. The book highlights how teachers used theory, research and/or evidence to help address the challenge and maximise pupil learning. The challenges include: reflection/reflective practice the process of learning progression and continuity in the curriculum assessment use of feedback motivation behaviour for learning learning in the physical, cognitive and affective domains inclusion, special education needs and disabilities trauma informed pupils participation in physical activity outside lessons Many chapters are co-written by practising teachers and teacher educators and all include key takeaways and reflections, making this essential reading for all secondary physical education teachers.

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Book SynopsisMany teachers do not feel confident in their role, particularly as they are increasingly expected to address topics with their pupils that they feel ill-equipped to deal with. Co-authored by two highly experienced educators, All The Things They Never Told You About Teaching is an essential guide, supporting teachers in navigating those tricky, taboo subjects that sit outside of the national curriculum and may not have been fully explored during their teacher training.Each chapter unpacks and addresses a range of âmythsâ and âtruthsâ behind these subjects in an accessible manner, helping teachers to develop their understanding and facilitate compassionate conversations about these topics. This includes, but is not limited to: Mental health Bullying Neurodiversity Gender diversity Sex and relationships Climate crisis A must read for anyone working in education, this book guides educators through sens

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Book SynopsisThis accessible book is packed with information and strategies that will build your confidence in ensuring that children with medical needs have equal access to education and can thrive academically, socially and emotionally.Including Children with Medical Needs provides school staff with a guide for best practice in supporting pupils with complex health conditions in their schools. The book includes: An overview of legal considerations and the responsibilities of schools and local authorities How to create a welcoming environment and support the smooth reintegration to school following absences, as well as advice on managing medication and creating strong home-school partnerships Guidance on working effectively with hospital schools, paediatric hospitals and mental health units A wealth of case studies, top-tips and tried-and-tested practical strategies that can be easily applied without huge costs or training. Signposti

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Book SynopsisThis book can help you incorporate critical literacy pedagogy into your high school English Language Arts (ELA) classroom, so that your students can use what they study in class to work toward making a more just and equitable world.Through the acronym CHANGE, the book explores how critical literacy pedagogy can support students as they Challenge injustice to Help make a difference in the world by Asking and answering tough questions and Noticing ways to Get involved and Engaged in making the world a better place. It first centers on the theory behind critical literacy pedagogy with Bob Fechoâs concept of wobble, the tensions teachers experience when different points of view collide in the classroom, and why being mindful of and responding to moments of wobble can help educators grow in their teaching practice. The book then provides practical, specific suggestions by grade level for high school ELA teachers to implement critical literacy pedagogy in their classrooms, and addr

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Book SynopsisThe IB offers four high quality and challenging educational programmes for a worldwide community of schools, aiming to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better, more peaceful world.Schools that have achieved the high standards required for authorisation to offer one or more of the IB programmes are known as IB World Schools.There are more than 5,600 of these schools and this number is growing annually. This Yearbook is divided into four sections:1. General information about the IB and IB programmes.2. Information on IB World Schools within each region, including profiles and a directory of all schools.3. Appendices containing information and lists relevant to the IB, including IB associations, university acknowledgement of the Diploma Programme, country representation and a list of IB Diploma Programme subjects offered.4. Index of all sch

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Book SynopsisStop algebra from being a mathematical gatekeeper. With rich math tasks, all students can succeed.Every teacher strives to make instruction effective and interesting, yet traditional methods of teaching algebra are not working for many students! That's a problem. But the answer isn't to supplement the curriculum with random tasks.Classroom Ready-Rich Math Tasks for Grades 6-12equips you with a cohesive solution--50+ mathematical tasks that are rich, research-based, standards-aligned, and classroom-tested. The tasks: Are organized into learning progressions that help all students make the leap from arithmetic to algebra Offer students interesting mathematics problems to think about and solve so math is investigative, interactive, and engaging Provide opportunities for you to connect new content to prior knowledge or focus on an underdeveloped concept Engage students in conceptual understanding, procedural practice, and problem solving through critical thinking and application Come with downloadable planning tools, student resource pages, and extension questions Include additional support for students who may be struggling Every learner deserves opportunities to engage in meaningful, rigorous mathematics. And every teacher can develop mathematical thinking and reasoning abilities in students. Part of the bestselling series spanning elementary and middle school,Classroom-Ready Rich Algebra Tasks, Grades 6-12is a powerful add-on to any core mathematics program at your school.Trade ReviewIn this astounding book, Dougherty and Venenciano skillfully illustrate tasks that develop students’ reasoning, problem-solving, and communication skills. They thoughtfully include guiding and reflective questions along with suggestions for differentiation and extensions of each task. The wide range of topics makes this perfect for any algebra course! -- Laura Ashley YoungBring the love of learning mathematics back into your classroom by implementing effective mathematical practices, building numeracy skills in your students, and providing rich algebra tasks that are engaging. Dougherty and Venenciano have done some great work to support educators that will enhance students’ learning and grit. -- Katie MajeresDougherty and Venenciano provoke us to reframe our thinking from, "can my students get the correct answer for this task?" to "how can I use this task to help further my students’ understanding of the mathematics?" The authors provide a vision, tools, and practical advice for strategically using engaging tasks to enhance students’ understanding of mathematical ideas and processes. -- Dewey GottliebThis is a treasure trove of amazing tasks and supporting materials! Framing the tasks in an overview of research-grounded practices promotes fidelity and provides access for all students. Tasks presented in Part 2 spell out the mathematical topics, content and practice alignments, watch-fors, anticipated solutions, prompts, and post-task notes that allow them to be efficiently integrated. -- Jessica IvyIt’s important to implement rich tasks that support students’ math proficiency, drawing from their strengths and assets. It can be difficult locating or creating math tasks that are both rich and assetbased. I am excited to use tasks from this book in my work at the university with preservice teachers, in professional development with in-service teachers, and working with grades 6–12 students. -- Jonathan D. BostieClassroom-Ready Rich Algebra Tasks is a must-have resource for all algebra teachers. Dougherty and Venenciano outline how to implement these tasks in your classroom and give numerous examples that could be used today. After more than a decade of teaching algebra and supporting algebra teachers, this is a resource I wish I had when I started. -- Nick DaviesTable of ContentsForeword by Kevin Dykema Preface Acknowledgements About the Authors Part 1: GETTING STARTED WITH RICH ALGEBRA TASKS Chapter 1: RICH ALGEBRA TASKS: WHAT ARE THEY, WHY ARE THEY VALUABLE, AND HOW DO I PLAN FOR IMPLEMENTATION? Chapter 2: LAYING THE GROUNDWORK FOR TEACHING WITH RICH ALGEBRA TASKS Chapter 3: IMPLEMENTING RICH ALGEBRA TASK LESSONS Chapter 4: TASKS TO ESTABLISH MATHEMATICAL COMMUNITY Part 2: RICH ALGEBRA TASKS Chapter 5: RATIONAL NUMBER TASKS Chapter 6: EXPRESSIONS TASKS Chapter 7: EQUATIONS TASKS Chapter 8: LINEAR AND NON-LINEAR RELATIONSHIP TASKS Chapter 9: SYSTEMS OF EQUATIONS TASKS Chapter 10: POLYNOMIAL AND RATIONAL EXPRESSIONS AND EQUATIONS TASKS Chapter 11: Your Turn Appendix A References

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Book SynopsisAffirm the linguistic, cultural, and experiential assets that multilinguals bring into the classroom.Now is the time to push past the limits of the long-term English learner (LTEL) label and embrace a new way of honoring secondary multilinguals' valuable life experiences and academic potential. By focusing on experienced multilinguals' strengths and what teachers can do, you'll discover new avenues for teaching the academic language skills required for them to process content lessons and clearly communicate discipline-specific ideas.This concise guide presents an easy-to-implement cross-curricular instructional framework specifically designed for secondary content teachers. Practical, research-based, and classroom-tested this book includes: Four essential actions that foster the conditions for experienced multilinguals to reach the highest grade-level content and language proficiency Specific strategies with try it oTrade ReviewThis is a visually inviting book with strengths-based approaches for enhancing the success of experienced multilingual learners! Targeted for middle and secondary content area teachers in the U.S. and international schools, the authors’ metaphorical instructional framework is easily relatable and applicable across contexts. Filled with instructional strategies and examples designed to boost experienced multilingual learners’ access to grade-level content, this book is a convincing testament of how teachers can adopt an asset-based mindset toward experienced multilinguals. -- Margo GottliebI love the term experienced multilinguals as it honors the spirit of what students can do with their assets and talents that were not given opportunities to flourish. This term would alert teachers that experienced multilinguals need new challenges, social emotional attention, and a change from the ′traditional language and literacy′ approaches that have not worked for them and other multilinguals. -- Dr. Margarita CalderonLong Term Success for Experienced Multilinguals will make a great addition to schools’ professional development libraries. Considering the growth in student population that now fall under the category of LTEL, the book makes a great case for changing to an asset-based name and definition, while explaining clearly how to implement a new framework for instruction and assessment planning. The ideas presented in the framework are clear and structured in an easy way to follow and implement. -- Altagracia H. DelgadoTan Huynh and Beth Skelton have created a resource that will increase academic success for experienced multilingual students, certainly a must-have for all educators. The importance and relevancy of the book is incredibly timely and desperately needed in the field of education. The book is very practical and reflects the reality of language services for ML students as well as a realistic lens of the professional learning needs of general education teachers today as well as leadership. The "From the field" are incredibly realistic and should assist teachers to move away from a negative mindset towards ML students. -- Alice CollinsEvery student has a right to see themselves as capable, independent learners. This text provides teachers with practical strategies, scaffolds, and structures to create perfect conditions for experienced multilinguals′ long-term success. -- Renee NealonLong-term Success for Experienced Multilinguals is a treasure of strategies designed to address inequities in ESL education, yet as a bonus, these strategies are ideal for struggling students as well. These strategies can be combined in numerous ways for a variety of lesson plans that can easily be changed as the students’ skill levels increase so that all students can be successful. -- Toni RameyFrom the first few sentences, readers can see that the authors know our students and their needs. They understand characteristics of today’s students, their strengths, and what they truly struggle with. The vignettes could be my students, my schools and my teachers. The authors understand how schools are structured and provide realistic next steps for teachers to put recent impactful language development research into effective practice. -- Jessica MartinezThe book is full of so many valuable resources and plans for how to improve teaching and learning. I wish all teachers I work with would read it and implement the strategies. -- Erika ChapmanI think that this may be the only practical guide written to truly help the teacher of Experienced Multilinguals and provide resources that support and help Experienced Multilinguals progress and flourish. The authors guide teachers through planning, through collaborating, through revising lessons, and through resources. -- Patricia Payne"Absolutely LOVE and APPRECIATE this book - it offers such practical guidance and thought-provoking mic-drop moments from the authors. Skelton and Huynh help us to flip the script when serving experienced multilingual students. The graphics by Jen Giffen capture big moments of the text that we can take away to our colleagues and teammates. The content of the book is very digestible, and there are so many great graphics that accompany the message." -- Carly SpinaTable of ContentsForeword by James Cummins Chapter One: An Affirming Shift Chapter 2: Instructional Framework for Experienced Multilinguals Chapter 3: Starting with Summative Assessments Chapter 4: Writing Integrated Objectives Chapter 5: Establishing Comprehensible Input Chapter 6: Structuring Discipline-Specific Output Chapter 7: Collaborating for Long-Term Success

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Book SynopsisHelp students with special needs thrive with over 160 updated educational activities In the newly revised Third Edition of Life Skills Activities for Secondary Students with Special Needs, teacher and author Darlene Mannix delivers a unique collection of over 160 updated activity sheets with related exercises, discussion questions, and evaluation suggestions to help students gain basic skills necessary for independence and success. Each activity sheet focuses on a specific skill in a real-world context and includes teacher directions for objectives, introduction, optional extension activities, and assessment methods. This crucial book includes: Activity sheets and corresponding introductions in a wide variety of critical life skills such as interpersonal, communication, academic and school, practical living, and moreCoverage of leisure activities and the importance of finding fulfilling hobbies and pastimesTools to help students build their self awareness and understand their strengths and weaknesses Perfect for special educators, general education teachers, school counselors, and psychologists, Life Skills Activities for Secondary Students with Special Needs will also earn a place in the libraries of other professionals working with special needs children, as well as the parents of those children. Table of ContentsAbout This Book xiii About the Author xvii Parent Activities and Suggestions xix Part One: Self-Awareness 1 Chapter 1: My Personality 3 Lesson 1.1: Optimist or Pessimist? 4 Lesson 1.2: I Am Creative 8 Lesson 1.3: I Like Routine 11 Lesson 1.4: Sometimes I Am Fearful 14 Lesson 1.5: I Can Be a Leader 19 Lesson 1.6. Am I a People Person? 22 Lesson 1.7: I Am a Good Listener Or Am I? 25 Lesson 1.8: Sometimes I Get Angry 28 Lesson 1.9: I Finish What I Start 32 Lesson 1.10: I Am Teachable 37 Chapter 2: My Character 39 Lesson 2.1: What Is Good Character? 40 Lesson 2.2: Honesty 43 Lesson 2.3: Kindness 46 Lesson 2.4: Loyalty 49 Lesson 2.5: Responsibility 53 Chapter 3: Uniquely Me 57 Lesson 3.1: What Are Values? 58 Lesson 3.2: Values Important to Me 61 Lesson 3.3: My Disabilities 64 Chapter 4: Personal Life Choices 67 Lesson 4.1: Smoking and Vaping: Is It for Me? 68 Lesson 4.2: Marijuana and Other Drugs 72 Lesson 4.3: Teens and Drinking 75 Lesson 4.4: Am I Ready to Move Out? 79 Lesson 4.5: Am I Ready to Work Part-Time? 82 Part Two: People Skills 85 Chapter 5: Relating to Others 87 Lesson 5.1: Encouraging Others 88 Lesson 5.2: Being Friendly 91 Lesson 5.3: Helping Others 94 Lesson 5.4: Conflict Resolution 97 Lesson 5.5: Whom Can I Talk To? 101 Chapter 6: Friendship Skills 105 Lesson 6.1: My Peer Groups 106 Lesson 6.2: Who Are My Friends? 109 Lesson 6.3: Making Friends 112 Lesson 6.4: People Who Are Like Me 115 Lesson 6.5: People Who Are Different from Me 118 Lesson 6.6: Social Media 121 Chapter 7: Being Part of a Family 125 Lesson 7.1: My Family Tree 126 Lesson 7.2: Respecting Authority 129 Lesson 7.3: My Parent’s Point of View 132 Lesson 7.4: My Sibling’s Point of View 133 Lesson 7.5: Being Adopted 138 Chapter 8: Communication Skills 143 Lesson 8.1: Best Method to Communicate 144 Lesson 8.2: Summarizing 147 Lesson 8.3: Paraphrasing 150 Lesson 8.4: Is This the Right Time and Place? 153 Lesson 8.5: Verbal and Nonverbal Messages 156 Lesson 8.6: Public Speaking 159 Part Three: Academic and School Skills 163 Chapter 9: Reading Skills 165 Lesson 9.1: Reading for School 166 Lesson 9.2: Reading on the Job 169 Lesson 9.3: Reading for Comprehension 172 Lesson 9.4: Following Written Directions 175 Lesson 9.5: Reading for Pleasure 178 Chapter 10: Writing Skills 181 Lesson 10.1: Everyday Writing Tasks 182 Chapter 11: Math Skills 185 Lesson 11.1: Everyday Math Skills 186 Lesson 11.2: Improving Math Skills 189 Lesson 11.3: Understanding Charts 192 Chapter 12: Study Skills 195 Lesson 12.1: School Tasks for Success 196 Lesson 12.2: Taking Notes 199 Lesson 12.3: Studying Smarter 202 Lesson 12.4: Doing Homework 205 Lesson 12.5: Completing Assignments 208 Lesson 12.6: Rewarding Yourself 211 Lesson 12.7: Good Student Behaviors 214 Lesson 12.8: Requesting Help or Information 217 Part Four: Practical Living Skills 221 Chapter 13: Information Skills 223 Lesson 13.1: What Do I Need to Know? 224 Lesson 13.2: Information from the Internet 227 Lesson 13.3: Information from News Sources 231 Lesson 13.4: Information from Magazines 234 Lesson 13.5: Information from Books 237 Lesson 13.6: Information from Television 240 Lesson 13.7: Information from Other People 243 Chapter 14: Money Skills 247 Lesson 14.1: What Is a Budget? 248 Lesson 14.2: Making a Budget 252 Lesson 14.3: On Sale 255 Lesson 14.4: Unit Pricing 258 Lesson 14.5: How Much Money Will I Need? 261 Lesson 14.6: Banking Options: Checking and Savings 264 Lesson 14.7: Using Debit, Credit, and ATM Cards 267 Chapter 15: Travel 271 Lesson 15.1: Planning a Trip 272 Lesson 15.2: Estimating Travel Costs 275 Chapter 16: Clothing 279 Lesson 16.1: Caring for and Repairing Clothing 280 Lesson 16.2: Buying Appropriate Clothes 283 Lesson 16.3: Organizing Clothes 287 Lesson 16.4: Washing and Drying Tips 290 Chapter 17: Living Arrangements 295 Lesson 17.1: A Place to Live 296 Lesson 17.2: Organizing 299 Lesson 17.3: Apartment Living 303 Chapter 18: Eating and Nutrition 307 Lesson 18.1: Nutrition 308 Lesson 18.2: Making Good Food Choices 313 Lesson 18.3: Eating Out Versus Eating In 316 Chapter 19: Shopping 321 Lesson 19.1: Smart Shopping 322 Lesson 19.2: Comparison Shopping 325 Lesson 19.3: Returning Items 328 Chapter 20: Exercise/Health and Hygiene 331 Lesson 20.1: Exercise Excuses 332 Lesson 20.2: Stressful Situations 335 Lesson 20.3: Depression 340 Part Five: Vocational Skills 343 Chapter 21: Present Skills and Interests 345 Lesson 21.1: My Work Environment Interests 346 Lesson 21.2: Realistic Vocational Goals 349 Lesson 21.3: Working with a Disability 352 Lesson 21.4: Finishing High School 355 Lesson 21.5: Extracurricular Activities 359 Chapter 22: Getting a Job 363 Lesson 22.1: Searching for a Job 364 Lesson 22.2: Vocational Vocabulary 367 Lesson 22.3: Filling Out an Application 372 Lesson 22.4: First Impressions 376 Lesson 22.5: Getting Work Experience 379 Chapter 23: Working 383 Lesson 23.1: Being a Great Employee 384 Lesson 23.2: Handling Criticism on the Job 387 Lesson 23.3: Changing Jobs: Why? 390 Lesson 23.4: Changing Jobs: How? 393 Part Six: Community and Leisure Activities 397 Chapter 24: My Community 399 Lesson 24.1: What Is My Community Like? 400 Lesson 24.2: The History of My Community 403 Lesson 24.3: What’s Going On in My Community? 406 Lesson 24.4: Community Services: People and Places 410 Lesson 24.5: Personal Safety 414 Lesson 24.6: Being a Good Neighbor 418 Lesson 24.7: Community Map 421 Lesson 24.8: Making My Community Better 424 Chapter 25: Leisure Activities 427 Lesson 25.1: Places to Enjoy 428 Lesson 25.2: Hobbies 431 Lesson 25.3: Things to Try! 436 Part Seven: Problem-Solving Skills 441 Chapter 26: Handling Problem Situations 443 Lesson 26.1: Understanding the Problem 444 Lesson 26.2: Coping with Surprises 447 Lesson 26.3: Adjusting to Change 450 Lesson 26.4: When the Problem Is You! 453 Chapter 27: Making Decisions 457 Lesson 27.1: Decision-Making Factors 458 Lesson 27.2: Needs Versus Wants 461 Lesson 27.3: Changing Bad Decisions 465 Lesson 27.4: Why Take Risks? 469 Chapter 28: Resource Management 473 Lesson 28.1: What Are My Resources? 474 Lesson 28.2: Fact Versus Opinion 478

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Book SynopsisCritical Religious Education in Practice serves as an accessible handbook to help teachers put Critical Religious Education (CRE) into practice. The book offers straightforward guidance, unpicking some of the key difficulties that teachers encounter when implementing this high-profile pedagogical approach.In-depth explanations of CRE pedagogy, accompanied by detailed lesson plans and activities, will give teachers the confidence they need to inspire debate in the classroom, tackling issues as controversial as the authority of the Qur'an and the relationship between science and religion. The lesson plans and schemes of work exemplify CRE in practice and are aimed at empowering teachers to implement CRE pedagogy across their curriculum. Additional chapters cover essential issues such as differentiation, assessment, the importance of subject knowledge and tips for tackling tricky topics. The accompanying resources, including PowerPoint presentations and worksheets,Table of ContentsChapter One: Critical Religious Education - an Introduction Chapter Two: Critical Religious Education - Handling controversy in the classroom Chapter Three: Critical Religious Education: An introductory scheme of work (Year 7) Chapter Four: Critical Religious Education and World Religions: An exemplar scheme of work for teaching Islam (Year 8) Chapter Five: Critical Religious Education and Philosophy: An exemplar scheme of work for teaching Science and Religion (Year 9) Chapter Six: Critical Religious Education and Ethics: An exemplar scheme of work for introducing moral decision making (Year 9) Chapter Seven: Critical Religious Education and GCSE Religious Studies Chapter Eight: Critical Religious Education and Assessment Chapter Nine: Critical Religious Education and Differentiation

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Book SynopsisNow in its second edition, Debates in History Teaching remains at the cutting edge of history education. It has been fully updated to take into account the latest developments in policy, research and professional practice. With further exploration into the major issues that history teachers encounter in their daily professional lives, it provides fresh guidance for thinking and practice for teachers within the UK and beyond.Written by a range of experts in history education, chapters cover all the key issues needed for clear thinking and excellent professional action. This book will enable you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Debates include: What is happening today in history education? What is the purpose of history teaching? What do history teachers need to know? What are the key trends and issues in international contextsTable of ContentsIntroducing Debates in History Teaching Ian Davies Section 1 Debates in history teaching: key contexts Primary history: current themes Michael Maddison Secondary history: current themes Terry Haydn History 16-19 Diana Laffin Trends and issues in history education in international contexts Alan Sears Section 2: Debating curriculum issues in history History education and historical literacy Peter Lee Frameworks of knowledge: dilemmas and debates Dennis Shemilt and Jonathan Howson The fertility of substantive knowledge: in search of its hidden, generative power Christine Counsell Historical interpretations Arthur Chapman Historical change and continuity: how are history teachers developing it? Christine Counsell Causal explanation Arthur Chapman Understanding historical evidence: teaching and learning challenges Rosalyn Ashby Chronological understanding Simon Butler Section 3: Debating the purpose and expression of History education Truth in history education Terry Haydn British values, citizenship and the teaching of history Richard Harris Moral education, character education and history Andrew Peterson Diversity and history education Paul Bracey, Darius Jackson and Alison Gove Humphries Section 4: Debating the teaching and learning of history Raising attainment Dale Banham Literacies Paula Mountford Learning outside the classroom Helen Snelson Technology in the History classroom: lost in the web? Ben Walsh Teaching sensitive and controversial issues Matthew Davies Teacher Education in History Alison Kitson Assessment Michael Fordham

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Book SynopsisWhy teach drama? How can a newcomer teach drama successfully? How do we recognize quality in drama? Starting Drama Teaching is a comprehensive guide to the teaching of drama in schools. Exploring the aims and purposes of drama, it provides an insight into the theoretical perspectives that underpin practice alongside activities, example lesson plans and approaches to planning. Written in an accessible style, the book addresses such practical issues as setting up role play, how to inject depth into group drama, working with text, teaching playwriting, as well as common problems that arise in the drama classroom and how to avoid them. This fourth edition has been updated to reflect the latest educational thinking and developments in policy and includes: a new chapter on researching drama; an extra section on digital technology and drama; guidance on different approaches to drama; Table of Contents1. Teaching Drama 2. Drama and the School 3. Planning for drama: lessons and schemes of work 4. Starting Drama 5. Approaches to Drama 6. Activities for creating drama 7. Approaches to Text 8. Teaching Shakespeare 9. Performing and Responding 10. Progression and Assessment 11. Making Sense of Research 12. Conclusion

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Book SynopsisMany pupils with dyslexia have poor spelling and handwriting, even when their reading is adequate. This practical yet evidence-based book shows teachers who work with pupils with dyslexia how they can effectively address these areas of weakness. Diane Montgomery introduces her popular Cognitive Process Strategies for Spelling (CPSS) and provides guidance on how this direct action can be successfully used in both primary and secondary contexts. The book describes dyslexia-friendly approaches in Logographic, Alphabetic and Orthographic phases the three faces' of dyslexia. Best literacy practice for all children is illustrated in a developmental reading and spelling approach, handwriting as a support to literacy teaching is explained and strategies for overcoming handwriting difficulties are detailed from Reception onwards.Dyslexia-friendly Strategies for Reading, Spelling and Handwriting is full of new research, case examples and practical methods Table of ContentsPreface Introduction to dyslexia, dysgraphia and underachievement 1. Dyslexia-friendly teaching of reading 2. Identifying and remediating dyslexia in the logographic phase 3. How to assess and use handwriting samples to diagnose difficulties across the age ranges 4. The contribution of handwriting to literacy development and how handwriting difficulties can be overcome 5. Remediating dyslexia in the alphabetic phase 6. Remediating dyslexia in the orthographic phase 7. Teaching dictionary skills and the 'spelling detective’ dictionary References Index

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Book SynopsisThe Big Ideas in Physics and How to Teach Them provides all of the knowledge and skills you need to teach physics effectively at secondary level. Each chapter provides the historical narrative behind a Big Idea, explaining its significance, the key figures behind it, and its place in scientific history. Accompanied by detailed ready-to-use lesson plans and classroom activities, the book expertly fuses the what to teach' and the how to teach it'', creating an invaluable resource which contains not only a thorough explanation of physics, but also the applied pedagogy to ensure its effective translation to students in the classroom.Including a wide range of teaching strategies, archetypal assessment questions and model answers, the book tackles misconceptions and offers succinct and simple explanations of complex topics. Each of the five big ideas in physics are covered in detail: electricity forces energy particles the univerTrade Review"The book is brilliant. I hope all physics teacher trainers and trainees, as well as established teachers, use this critically important work to guide their teaching." – John Sweller, Emeritus Professor at the School of Education, The University of New South Wales, Australia "This book is both fascinating and highly practical, with a blend of narrative and examples, of words, pictures and numbers, and of subject knowledge and pedagogical knowledge. It is not just a useful guide to teaching physics, but an exemplar of how to teach any complex concept." - Daisy Christodoulou, Director of Education, No More Marking, UK "There is a lot of good advice in this book, not just on how to do something and what to look out for but also on why it is important. The recommendations for further reading at the end of each chapter are also good." - Miriam Chaplin, School Science Review Table of ContentsAcknowledgements Introduction Chapter Zero A Big Idea about Learning Chapter 1. Electricity Chapter 2. Forces at a Distance Chapter 3. Energy Chapter 4. Particles Chapter 5. The Universe

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Book SynopsisPositive Peace in Schools offers a fresh and challenging perspective on the question of conflict, violence and peace in schools. Drawing on the most up-to-date theory and research from the field of peace and conflict studies, this book provides readers with a strong understanding of the concept of positive peace, and how the dimensions of peace-keeping, peace-making and peace-building can be robustly applied in schools. This accessible book challenges educators everywhere to reconsider the nature of direct and indirect violence in schools, and the structural and cultural factors that sustain it. It engages with global traditions of harmony and balance that are often neglected in Western notions of liberal securitised peace, in order to suggest a model for schools that integrates inner and outer peace. The book also includes practical sections that outline restorative approaches to discipline, peer mediation, circle learning, and classroom activities to promote mindfTrade Review‘The early part of this well researched book addresses the complex issues around the many forms of violence perpetrated in and by schools. This must be understood if we want to achieve real culture change. A restorative approach to problem-solving assumes that there is something to restore to. This is addressed thoroughly through promoting an understanding of and differences between peace-building, peace-keeping and peace-making. From the perspective of a restorative practitioner and trainer, I think it is a must read for schools who are serious about culture change and who believe in a relational approach to school life in general.’ - Margaret Thorsborne, Restorative pioneer, practitioner, author and trainer'Positive Peace in Schools takes up the challenge of engaging with the concepts and practices for peace education in the 21st century. Beautifully written, this book invites facilitators to comprehend that peace education is not only a subject, but a way of relating to students, colleagues and staff, moving beyond ‘doing peace education’ towards ‘being peace educators’ in the classroom and beyond. The iPEACE Model is of great help to translate the keywords of inclusion, humility and solidarity into working concepts in learning environments. I admire the clarity and depth with which Cremin and Bevington take readers from the surface to the epicenter of conflict transformation in an elicitive and safe way. This valuable and stimulating book is a must-read for anyone wanting to engage with current debates on peace education and those committed to embodying it in a holistic way.' - Josefina Echavarría Álvarez, MA Program in Peace Studies. University of Innsbruck, Austria.‘Positive Peace in Schools is a rich resource for building inclusive, dynamic, sustainable peace in ordinary school communities. Its specific examples and guidelines for creating inclusive relationships, skills, and practices for handling issues and welcoming difference are well-grounded in scholarship and experience, organized through a clear, persuasive conceptual framework. The central idea—educating through positive peace—is critically idealistic, yet down-to-earth, justice-minded and demonstrably doable. Highlights include multi-faceted learning activities and the cases of five schools that have successfully implemented such cultural changes, equipping educators and students alike to make a better world.’ - Kathy Bickmore, Professor, Ontario Institute for Studies in Education, University of Toronto, Canada‘The early part of this well researched book addresses the complex issues around the many forms of violence perpetrated in and by schools. This must be understood if we want to achieve real culture change. A restorative approach to problem-solving assumes that there is something to restore to. This is addressed thoroughly through promoting an understanding of and differences between peace-building, peace-keeping and peace-making. From the perspective of a restorative practitioner and trainer, I think it is a must read for schools who are serious about culture change and who believe in a relational approach to school life in general.’ - Margaret Thorsborne, Restorative pioneer, practitioner, author and trainer'Positive Peace in Schools takes up the challenge of engaging with the concepts and practices for peace education in the 21st century. Beautifully written, this book invites facilitators to comprehend that peace education is not only a subject, but a way of relating to students, colleagues and staff, moving beyond ‘doing peace education’ towards ‘being peace educators’ in the classroom and beyond. The iPEACE Model is of great help to translate the keywords of inclusion, humility and solidarity into working concepts in learning environments. I admire the clarity and depth with which Cremin and Bevington take readers from the surface to the epicenter of conflict transformation in an elicitive and safe way. This valuable and stimulating book is a must-read for anyone wanting to engage with current debates on peace education and those committed to embodying it in a holistic way.' - Josefina Echavarría Álvarez, MA Program in Peace Studies. University of Innsbruck, Austria.‘Positive Peace in Schools is a rich resource for building inclusive, dynamic, sustainable peace in ordinary school communities. Its specific examples and guidelines for creating inclusive relationships, skills, and practices for handling issues and welcoming difference are well-grounded in scholarship and experience, organized through a clear, persuasive conceptual framework. The central idea—educating through positive peace—is critically idealistic, yet down-to-earth, justice-minded and demonstrably doable. Highlights include multi-faceted learning activities and the cases of five schools that have successfully implemented such cultural changes, equipping educators and students alike to make a better world.’ - Kathy Bickmore, Professor, Ontario Institute for Studies in Education, University of Toronto, CanadaTable of ContentsIntroduction Part I: Violence in schools 1. School violence 2. Schooling as violence? 3. School improvement as violence Part II: Peace in schools 4. Peace education 5. iPEACE education Part III: Peace-keeping, -making and -building 6. Education for peace-keeping 7. Education for peace-making 8. Education for peace-building Part IV: The praxis of positive peace 9. Considering research 10. Case studies 11. Curricular activities Concluding comments

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Book SynopsisGreat Minds and How to Grow Them is a handbook for parents that shows how they can grow the minds of their children and teenagers and guide them to success both at school and in life. The latest neurological and psychological research is proving that most children are capable of reaching high levels of performance that were previously associated only with the gifted and talented.Brains are malleable and IQ is not fixed yet, without parental engagement in their learning, many children don't reach the levels of performance that are associated with academic success. Combining new knowledge with extensive research into how we learn, this book proves that by using simple, everyday techniques that are both rooted in research and accessible for parents, children can learn to learn more successfully.Table of Contents1. The education revolution - most children can succeed at school but they need clever parenting based on the best education research 2. No-one is just a number - IQ isn’t capped and you can grow your child’s intelligence. 3. Home to success - the importance of a good home learning environment and how to create one in any home. 4. Think right - help your child think their way to high performance by flexing those learning muscles. 5. Behave yourself - developing human values, attitudes and attributes associated with success at school and in life. 6. Making the most of school as a parent – including parent types and the high performance learner. 7. The three ages of learning – and succeeding in all of them, including practical advice on homework and adolescence. 8. High performance learning on the move - the secrets of outings you can learn from that everyone can enjoy. 9. Parents - the missing link in education which costs children success at school.

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Book SynopsisWith provocative insight and based on an illustrious 40-year career in public office, Sir Al Aynsley-Green demands to know why outcomes for the UK's children for health, education, social care, youth justice and poverty remain among the worst in the developed world. He draws global comparisons and offers astute observations of the realities of being a young person in Britain today, to show how government policies have been shamefully failing children on a grand scale. Prioritising the need to support and inspire all children, including those with disability or disadvantage, and to design services around their needs, Sir Al puts forward a brave and timely alternative for the UK. By building local communities, shifting national attitudes, and confronting barriers between sectors, he presents a fresh and realistic road map that can enable new generations of children to be as healthy, educated, creative and resilient as they can be, equipped with the confidence and skills Trade Review"This book makes a compelling case about the need for action. Professor Sir Al Aynsley-Green gives a very powerful and personal examination of whether we are creating the right environment for children and young people to flourish. The verdict is worrying. Public policy and leadership has had significant flaws and in some cases wrong-headed attitudes about what children need. There are reasons to be hopeful but there is much to do. Al brings a host of good ideas from the UK and abroad to suggest positive actions that could make a difference. This adds to a growing body of evidence that suggests that as a society we need to act."Nigel Edwards, Chief Executive, Nuffield Trust, UK"Passionate, personal and professional, this expansive and compelling book spans time and place, evidence and observation to ask demanding questions about our attitude, investment and practice for children in the UK. With razor-sharp insight and unstinting courage and compassion, Al Aynsley-Green demands answers from us all on how we shall act to achieve equality and change the world for children and he will not rest until he gets them. Thomas Coram would be proud".Dr Carol Homden CBE, Chief Executive of the Thomas Coram Foundation for Children (Coram)"In this passionate work, Al Aynsley-Green describes what is happening to children in Britain today. The book is philosophically and historically grounded and provides detailed international comparisons to show how things can be very different indeed. The argument is based on the author's biography, politics and depth of experience. It raises profound questions about the actions of the state in relation to children and calls for urgent action to strengthen local communities to support children and families. The reader should not expect to agree with everything that is said here, and that is the point. This is a forceful argument for change and pulls no punches."Professor Susan White, Professor of Social Work, University of Sheffield, UK."Sir Al has been a staunch champion for children throughout a long and distinguished career. Here, in typically robust style, he explains why children matter, and why he believes the UK is making a tragic mistake in failing to recognise the overriding importance of safeguarding their physical and emotional wellbeing. This is a "must read" for policy-makers, healthcare professionals, educationalists, and parents. "Professor Neena Modi, Professor of Neonatal Medicine, Imperial College, London; Immediate Past President, Royal College of Paediatrics and Child Health, UK."There are few people who have the breadth of experience and expertise to analyse the lives of UK children the way that Sir Al Aynsley-Green does in this provocative and challenging new book. Spanning the worlds of medicine, social care, education, history and politics as well as exploring the treatment of children in various countries en route, Sir Al is unflinching in calling to account all those he sees are responsible for the treatment of children in the UK today. Pulling few punches, [Sir Al] is clear about not only what is going wrong, but what can be done to put it right. We have it in our power to guarantee all children the childhood they deserve, but as this book so powerfully asks, do we have the will?"Ian Gilbert, Founder and CEO Independent Thinking, UK."Drawing on the author’s long-standing personal and professional commitment to advocacy for children, this book highlights the very real problems facing children growing up in the UK today – and challenges us to respond. The book weaves seamlessly between his own experience, the history of childhood, compelling data and the very good practice he has seen on the ground. This is an essential read for all those who want to make a difference to the lives of children and families."Alison Michalska, Corporate Director for Children and Adults, Nottingham City Council, UK. Immediate Past President, Association of Directors of Children’s Services"We don’t live in Victorian Britain: children do need to be seen and heard, indeed welcomed and celebrated in our society. Our relative indifference to the plight of young people, particularly from deprived settings, is shameful – they are our lifeblood and it is crucial that we find ways of making them valued and celebrated rather than marginalised and subservient to adult values. In this passionate book the author, an immensely experienced paediatrician who was the first Children’s Tsar in the Department of Health in Westminster and then the first Children’s Commissioner for England reinforces the need for greater institutional humanity towards our younger population. In line with his hero Thomas Coran’s rallying cry, "Courage, Compassion and Commitment" this is a timely imperative to make us think again."Professor Pali Hungin, Institute of Health and Society, Newcastle University, UK, and Past President, British Medical Association 2016-17"Sir Al’s colourful style hits the target and there is no doubt that this is pure Aynsley-Green, driven by passion and empathy for the nation’s children - all of them, without exception. And the need to challenge everyone involved especially in Youth Justice policy and practice to reflect more about what they do, how they do it, why and could or should they be doing it differently, better and with greater humanity.His approach is eminently readable, and a unique reflection of his personal experiences of what life is really like for those detained in the secure estate for children. It’s an uncomfortable read. The picture he paints is not a pretty one and a poor reflection of our nation’s humanity. His challenges are genuine, timely and he is quite right to demand a rethink."Malcolm Stevens, former Government’s lead youth justice Social Services Inspector and the first UK Commissioner to the International Juvenile Justice Observatory in Brussels, Belgium."Al’s very accessible style makes this a ‘must-read’ book for anyone interested in the fact that children are our future and that their wellbeing is fundamental for the wellbeing of society. He reveals the profound changes that have gone on in the lives of children and families and provides a damning indictment of the responses from those in power. An uncomfortable read for some, it lays a line in the sand that calls for an urgent shift in emphasis from performance and accountability to human values and flourishing."Wendy Ellyatt, Founder, the Flourish Project, UK."A profound and razor sharp analysis of childhood in the UK with an international perspective by a world renowned paediatrician, a passionate advocate of children."Professor Gyula Soltesz, former Director of Paediatrics, University of Pecs, Hungary. "In this provocative and timely book Professor Sir Al Aynsley-Green shines a forensic light on the position of children in Britain today. Arguing that our society is, at best, indifferent to children and their welfare, he exposes a wide range of problems and proposes transformative solutions. A must-read for anyone who cares about children, their rights and their well-being."Professor Carrie Paechter, Director, Nottingham Centre for Children, Young People and Families, Nottingham Trent University, UK."I have heard Sir Al speak on several occasions and never fail to be impressed and moved by his knowledge, experience, expertise and passion. He is a true Champion for Children and has used his considerable intellect to back up the emotion he experiences - a rare combination. This book will surprise and even shock many people but above all I hope it will turn his words into their action."Graham Morgan, Director and Chairman, Evolve, UK"A hard-hitting call for society to stand up and fight for what is best for its children and a good eye opening introduction for childhood studies students."Tina Froggett (MA by Research (Education)) Post Graduate Researcher, University of Huddersfield, UK."The British Betrayal of Childhood is a ‘must read’ for anyone that works with children and young people in school and more widely in the community. The title is provocative, and the reader will indeed be provoked into re-thinking and re-affirming what the oft cited phrase ‘Children are our future’ really means in our society. Working with school, health and community leaders in Cornwall, Sir Al has stirred emotions, engaged passionate debate, inspired new practice but always, always championed children. You cannot fail to be impressed by the passion, knowledge and deep understanding that Sir Al draws upon in visioning a nation in which children are seen and very much heard." David Barton, Cornwall Association of Secondary Headteachers, UK."This inspirational and sometimes uncomfortable read challenges many core beliefs about childhood... At the heart of the book is a description of the correlation between adverse experiences in childhood, the failure of policy makers to make special provision for children and the potential failure to achieve a healthy adult population... I would urge children’s nurses to peruse this book and take to heart its messages."Annette Dearmun, Nursing Children & Young People (RCNi)"I have no reservations in commending the book to all who have a first concern for the quality of education, particularly those engaged in initial training. Not only should it find a place in the staffroom library, it should be on every university reading list." - John Coe, Primary First"Aynsley-Green’s position as a trusted professional and government adviser enables him to document from first-hand experience the inconsistencies and compromises that obstructed the realisation of proclaimed political objectives. Eye-witness accounts are offered of the policy implementation process and its failings in recent history. As such, his book will become a primary source for historians of childhood into the future. At the same time its readable approach makes accessible to a wider audience the relevance and value of historical perspectives in understanding the complex concerns of child protection in current times." Peter Cunningham, History of EducationTable of ContentsAcknowledgements Preface Introduction Part I: Why should we be concerned about children? Chapter 1: Where have we come from? Chapter 2: Why are other countries so good for children? Part II: Childhood in the UK today Chapter 3: What’s it like to be young in the UK today? Chapter 4: Insights into the socio-political betrayal of children Chapter 5: The biggest betrayals of childhood Part III: How can we bring about change? Chapter 6: Bringing about change Chapter 7: Endnote Index

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Book SynopsisPresenting original quantitative and qualitative data from a large-scale empirical research project conducted in British secondary schools, Reassessing Ability' Grouping analyses the impact of attainment grouping on pupil outcomes, teacher effectiveness and social equality.Alongside a comprehensive account of existing literature and the international field, this book offers: Rigorous conceptual analysis of data A view of wider political debates on pupils'' social backgrounds and educational attainment A discussion of the practicalities of classroom practice Recommendations for improved practice to maximise pupil outcomes, experiences and equity Vignettes, illustrative tables and graphs, as well as quotes from teacher interviews and pupil focus groups Addressing attainment grouping as an obstacle to raising pupil attainment, this book offers a distinctive, widTrade Review"This book provides a fresh look at a long-standing challenge for educators. Through original research and a well-balanced sifting of the evidence, the authors provide practical advice that teachers and school leaders will find helpful, however they resolve the dilemma of organizing pupils for instruction."— Adam Gamoran, William T. Grant Foundation"An important and insightful book that tackles one of the most contentious topics in education. Reassessing ‘Ability’ Grouping offers an extensive review of the evidence on academic grouping, and, just as importantly, invaluable practical guidance for teachers on how to best deliver mixed-ability classes."— Lee Elliot Major, Professor of Social Mobility, University of ExeterTable of Contents Chapter 1 Introduction; Chapter 2 ‘Ability grouping’ – what is it and why do we do it?; Chapter 3 The Best Practice in Grouping Students study: explaining our methods; Chapter 4 The impact of attainment grouping on pupil self-confidence; Chapter 5 Pupils’ experiences of different grouping practices; Chapter 6 The impact of attainment grouping on pedagogy and practice; Chapter 7 Why is good practice in setting so hard to achieve?; Chapter 8 Doing mixed attainment grouping well; Chapter 9 Reflections; Chapter 10 Recommendations

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Book SynopsisConcise, engaging and accessible, Education Research: The Basics discusses key ideas about the nature and purpose of education research: what it can and cannot achieve, how it has been used in the past and where and how it has an impact. Providing crucial insight into the work of education researchers, this book: Offers seven chapters, each representing a way of understanding the goals and methods of research conducted in the field Considers key thinkers in the field, such as Plato, Hirsch, Dewey, Montessori and Freire Explores case studies from a range of perspectives Provides key terms and further reading throughout The perfect pocket resource to dip into, Education Research: The Basics provides accessible support for those studying education as a subject, for practitioners concerned with developing their practice and for anyone who wants to know more about education and Table of Contents Chapter 1: Introduction; Chapter 2: Practitioners addressing problems of practice; Chapter 3: Generalising about teaching and learning; Chapter 4: Describing and categorising in education research; Chapter 5: Explaining and theorising in education research; Chapter 6: Advocating: saying how it could be otherwise; Chapter 7: Education research: looking back and looking forward; References; Key words;

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Book SynopsisLearn how to incorporate rigorous activities in your English language arts or social studies classroom and help students reach higher levels of learning. Expert educators and consultants Barbara R. Blackburn and Melissa Miles offer a practical framework for understanding rigor and provide specialized examples for middle and high school ELA and social studies teachers. Topics covered include: Creating a rigorous environment High expectations Support and scaffolding Demonstration of learning Assessing student progress Collaborating with colleagues The book comes with classroom-ready tools, offered in the book and as free eResources on our website at www.routledge.com/9781138480773.Table of Contents1. Introduction 2. Creating a Rigorous Environment 3. Expectations 4. Support and Scaffolding 5. Demonstration of Learning 6. Assessment 7. Collaborating to Improve Rigor

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Book SynopsisThis unique guide to teaching English Language empowers teachers to lead a successful course that will encourage students to be independent and analytical linguists. Covering all areas of linguistic investigation across different exam board specifications and rooted in theoretical perspectives, this accessible text is underpinned by years of teaching experience and is full of practical ideas for classroom activities.Now in its second edition, this bestselling title has been fully updated to consider changes to English Language A level, including a new chapter on unseen texts and writing for the exams. Additional material includes a greater focus on accent and dialect, language acquisition, and language and the media, including discussions of post-truth' and alternative facts'. The authors outline frameworks of linguistic analysis and provide clear guidance on how to approach different topics. Chapters are full of interesting extracts for textual analysis and ideas to gTable of Contents1. An introductory sequence of lessons 2. Audience, purpose and context 3. General frameworks 4. Conventions of written and spoken texts 5. Language in society 6. Found texts and answering exam questions 7. Original writing 8. Language change 9. Language acquisition 10. Language investigation

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Book SynopsisCompletely revised and updated in light of the new SEND 2014 Code of Practice, this new edition describes the different types of difficulties experienced by pupils with speech, language and communication needs. It will help teachers and other professionals to feel more confident by providing expert guidance and practical strategies, and as a professional development tool, will also encourage outstanding practice by suggesting ideas and materials for in-house training sessions. The wide-ranging and accessible chapters explore topics including: Listening skills Phonological awareness Comprehension of language Activities for circle time Working with parents. Featuring useful checklists, templates and photocopiable resources, this practical resource contains a wealth of valuable advice and tried-and-tested strategies for identifying children and young people with speech, language and communication needs, ensuring they have the suppoTrade Review"I would readily recommend this resource to colleagues and teaching staff requiring useful, realistic approaches. It is an excellent book that will undoubtedly promote positive teaching strategies to enhance the learning experiences of pupils with suspected or previously diagnosed communication and interaction difficulties." – Becky Hawkins, Nasen Special"This book provides a brief, concise and expert overview of the range of difficulties that are experienced by children with speech, language and communication disorders, along with the key strategies that can be used to help overcome them. It is very clearly laid out, extremely easy to navigate and guidance in any specific areas can be accessed within seconds, and read within minutes. The writing style is direct and to the point, with essential information presented in bullet points throughout [...] The authors have created a useful handbook and invaluable resource for busy teachers or SNAs in either mainstream or special education settings." - Róisín De Faoite, REACH Journal of Special Needs Education in IrelandTable of ContentsForeword Introduction 1. Attention, listening and memory skills 2. Listening skills 3. Phonological awareness 4. Comprehension of language 5. Expressive language (spoken) 6. Social communication difficulties in children 7. The development of speech 8. Working with Parents Glossary Resources Appendix: Good listening rules

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Book SynopsisDescriptosaurus: Myths & Legends builds on the vocabulary and descriptive phrases introduced in the original bestselling Descriptosaurus and, within the context of myths and legends, develops the structure and use of the words and phrases to promote colourful cinematic writing. This essential guide will enable children to take their writing to the next level, combine their descriptions of setting and character and show how the two interact. Children can then experiment with heroes, gods and supernatural beings to create a legendary story.This new system also provides a contextualised alternative to grammar textbooks and will assist children in acquiring, understanding and applying the grammar they will need to improve their writing, both creative and technical.Trade Review"This is an excellent series which really has the potential to revolutionise the teaching of descriptive writing - an area with which many pupils struggle." - Sarah Brew, Parents in TouchTable of ContentsIntroduction Key Elements Part A - Setting 1. Hooks to Build Suspense 2. Objects 3. Journey 4. Mountains 5. Forests 6. Caves 7. Ruined Cities 8. Castles Part B - Atmosphere and Suspense 9. Storms Part C - Creatures - (SC-I-R) 10. Parts, Size and Shape 11. Head 12. Eyes 13. Arms and Legs 14. Wings and Tails 15. Smell and Sound 16. Habitat 17. Movement 18. Weapons/Attack 19. Interaction with and Reaction to Creature 20. Defeating the Creature Appendix

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Book SynopsisHow to be a Brilliant Mentor is an informal and accessible guide that provides ideas and reassurance to help support you in your work as a teacher training mentor. Written by experienced trainers, teachers and mentors, it brings together a wealth of expertise and research, offering clear and practical guidelines to enhance your mentoring, helping you to analyse your own practice and understand the complex and often ambiguous role of the mentor in school. The second edition includes new chapters on school-based training routes, dealing with their advantages and challenges, and on developing trainees through risk taking. All chapters have been updated to refer to the new National Standards for school-based initial teacher training (ITT) mentors.Offering practical strategies and direct problem-solving to help you move promising trainees quickly beyond mere competence, it explores: giving effective feedback emotional intelligence aTable of ContentsList of contributors Acknowledgements The pivotal importance of the mentor Inputs and outputs Collaborative working: the heart of good mentoring Reflective practice: the mentoring conversation Emotional intelligence Mentoring together Challenging the competent trainee: taking risks in the classroom School-based initial teacher training Mentoring and coaching: the helping relationship Mentoring in a primary school Mentoring the newly qualified teacher Dear Mentor… Suggested reading

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Book SynopsisIntroduction to Critical Reflection and Action for Teacher Researchers provides crucial direction for educators looking to improve their teaching and maximise learning. While many students can grasp the basic elements of researching their practice and can write about practitioner research, some need guidance and assistance to reflect meaningfully on their teaching practice so as to articulate their educational values. This book provides this guidance.By exploring how to engage in an authentic, practical and personalised framework, the book encourages critical reflection and action on educational practice. Moving through the process of reflecting on practice, engaging in critical thinking and planning and taking action, it helps the reader to subsequently generate educational theory from their own personal learning. Examples from the authors' experiences illustrate the issues raised in each section, with Pause and Reflect' activities, guidelines foTrade Review"Serving as a comprehensive overview of action research, this book pursues two threads. First, it introduces critical reflection and action research, providing a wealth of relevant concepts, while emphasizing that teachers must examine and clarify their educational values. Second, it outlines practical aspects of engaging in a first action research project... One area in which this book excels is in inviting teachers to challenge their incumbent points of view regarding teaching and learning."— James Rigney, Educational Action ResearchTable of ContentsSection One: Where To Begin?1 Pausing and Reflecting 2 What Is Action Research? Section Two: Putting Your Research In Context 3 Thinking Critically 4 Experiencing Oneself As A Living Contradiction Section Three: How Do I Evaluate Changes I Make? 5 Generating Data 6 Ethics, Rigour And Validity Section Four: The Significance of your Research7 The Teacher as an Agent of Change8 Sharing and Sustaining your Action Research Conclusion

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Book SynopsisWhat is History Teaching, Now? is a research-informed handbook designed to provide practical guidance for history teachers and educators with differing levels of experience. Drawing upon the classroom practice and experience of a range of practitioners, the book focuses upon key areas such as curriculum and assessment, pedagogy, communicating history and resources that support effective teaching and learning.This book also provides practical ways to approach teaching topics such as diverse histories, the British Empire, world history and environmental history. Practical strategies are woven within the book, alongside questions for reflection and suggestions for further research and reading.Trade ReviewWhile the authors of What is History Teaching, Now? all refer to academic research into pedagogical approaches, the book manages to stay unashamedly grounded in real classroom practice. Each chapter reads like a conversation with the author in the staffroom and, when put together, the range of voices and experiences present an exposition and celebration of the often extraordinary practice that takes place in history classrooms around the country.History teachers constantly develop their practice through research and debate, and this book celebrates this process and its outcomes. It has wisely avoided presenting itself as a definitive handbook on history teaching by instead giving a wide-ranging exposition of some of the best current practice. With What is History Teaching, Now? Fairlamb and Ball have marshalled a range of voices to explore the multifaceted elements of the modern history curriculum. For this breadth alone, What is History Teaching, Now? deserves to become a standard reference for every modern history department. -- Scott Allsop, host of HistoryPod and MrAllsopHistory, history teacher at British School of BucharestThis is a quite extraordinary resource: one which will be a considerable addition to the teaching of history and also sets a benchmark for other subjects to follow suit. A riveting resource! -- Mary Myatt, education writer and speakerThis comprehensive and wide-ranging book collates an impressive range of helpful, thoughtful and practical chapters that will prove invaluable to history educators, whether they be ECTs or experienced, long-serving heads of department. Each chapter provides a clear overview, detailed rationale and, most importantly, practical applications for the history classroom. -- Luke MayhewThis book matters. The last 30 years have been traumatic. History teachers can often feel as though they are running to stand still.While history teaching now is more exciting and dynamic than ever as our layers of understanding increase and horizons widen, curriculum choices become more complex. What? Why? When? Who? Where? How? It can be overwhelming. This book takes account of kaleidoscopic starting points and is filled with contemporary connections to help broaden awareness, share experiences and deepen understanding. It puts learners firmly at the centre and encourages thinking about cognition and the relevance of the past to make sense of their present. It will propel teachers forward with renewed classroom confidence based on reassuring, high-impact, practical takeaways. Credible contributors skilfully use varied angles and lenses to make sure you've 'got it covered'. The format and chapter pointers open discussion and arouse further curiosity. It is a carefully crafted volume to treasure. Make it your compendium companion. -- Carmel Bones, Fellow of the Historical Association, Carmel Bones Education

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Book SynopsisProvides a comprehensive survey of the pastoral leader's role in secondary school and practical guidance on how to do the job. This title includes information and guidance on: becoming effective in your role as a pastoral leader; how to get the best out of your tutor team; your role in managing pupil behaviour; and, more.Trade Review'Marilyn Nathan's pastoral leader's handbook will prove invaluable to all those who take on this important role, whether from a teaching or non-teaching background. Packed with down-to-earth advice and examples, the handbook guides the reader through the common scenarios of a pastoral leader's life.' Dena Coleman, Headteacher of Yavneh College, UKTable of ContentsIntroduction; 1. New Times, New Titles: Pastoral Leadership in the Current Climate; 2. Becoming Effective in the Role; 3. Leading the Tutor Team; 4. Managing Pupil Behaviour; 5. Dealing with Bullying; 6. Dealing with Pupil Welfare; 7. Liaising with External Agencies; 8. Your Role in Managing Extracurricular Activities; 9. Using Data to Raise Pupil Attainment; 10. Dealing with Parents; Glossary; Index.

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Book SynopsisRevise smart and save! Designed for hassle-free classroom and independent study, our Revision Guides are designed to complement the Student Books with a range of specially designed features such as: One-topic-per-page format Worked examples with exemplar answers ''Now Try This'' practice questions Knowledge checks and skills checks Includes FREE online edition! With a one-to-one page correspondence between this Revision Guide and the companion OCR AS/A level Biology Revision Workbook, the hugely popular REVISE series offers the best value available for A level students.

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Book SynopsisTeach the 2014 Citizenship curriculum with confidence using Citizenship Education for KS3, a single-book course that matches the revised Programme of Study and was awarded the Association for Citizenship Teaching Quality Mark in 2015.With a clear structure mapped against the Programme of Study and a range of accessible, developmental activities, you can ensure continual progression in your pupils'' knowledge and skills across the key stage. The expert author team have designed the activities to be flexible, for use on their own or as part of your scheme of work.This book:- Allows you to teach new topics covered in the revised Programme of Study with confidence- Promotes knowledge and understanding of the content through active learning- Provides activities that are accessible to all abilities and are easy to prepare and use- Works perfectly in combination with Dynamic Learning Teaching and Learning Resources to offer you a complete package of print andTable of Contents Section 1: Rules, fairness, rights and responsibilities 1.1: The Excellent Community School 1.2: Rules 1.3: It’s not fair! Applying the rules 1.4: It’s not fair! Who gets what? 1.5: What rights should all children have? 1.6: No man is an island… 1.7: Having a say 1.8: Ways of being involved in how the school is run 1.9: Taking part in a debate Skills: Developing your debating skills Section 2: Communities and identities 2.1: Communities and identities 2.2: Identities 2.3: Living together in communities 2.4: How can communities get along better? 2.5: Community services 2.6: Are you a good or an active citizen? 2.7: Can you change anything? Section 3: Laws and the justice system 3.1: How does the law affect young people? 3.2: Youth crime 3.3: Rights and the police - What advice would you give? 3.4: What happens to young offenders? 3.5: The Youth Court 3.6: Sentencing 3.7: Inside a young offenders’ institution 3.8: Adult courts 3.9: Punishment for adult criminals Section 4: Managing money 4.1: Why do we use money? 4.2: What do you do with your money? 4.3: What’s the best way to pay for things? 4.4: Borrowing money 4.5: Need some money quickly? 4.6: How can I keep control of my money? 4.7: Are you a saver or a spender? 4.8: Where can you save money? 4.9: Being a careful consumer Section 5: Liberty and freedom 5.1: What sort of country do you want to live in? 5.2: Democracy and freedom 5.3: Conflicting rights 5.4: How free should the press be? 5.5: When the press is not free 5.6: The right to privacy 5.7: The freedom to protest 5.8: The right to education Section 6: Parliamentary democracy 6.1: A brief history of parliamentary democracy 1 6.2: A brief history of parliamentary democracy 2 6.3: What role does the monarchy play in the UK? 6.4: Is it time for the monarchy to change? Skills: Developing your arguing skills 6.5: How does the system of parliamentary democracy fit together? 6.6: Political parties 6.7: Political parties in the UK 6.8: How do you become a Member of Parliament? 6.9: Should 16-year-olds be given the vote? 6.10: What does an MP do? 6.11: What’s going on in the Houses of Commons? 6.12: How does Parliament make laws? 6.13: How should the House of Lords be modernised? 6.14: Influencing government: pressure groups, lobbying and internet campaigns 6.15: How does the government work?

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Book SynopsisHow to teach Secondary Music presents 100 inspiring ideas to support every aspect of music teaching in secondary schools. The ideas are concise, easy to implement and tackle everything aspect of music teaching.In this invaluable handbook for teachers, the authors present 100 inspiring ideas to support every aspect of music teaching in secondary schools from lesson planning, behaviour management and recordings through to ensembles, music tours and examinations.Spanning Key Stage 3 to A-Level, How to teach Secondary Music provides fresh and inspiring ways to invigorate music in your classroom and in the wider school.The How To Teach series offers anyone involved in music education a kaleidoscope of quick and practical ideas, tips, advice and activities to improve specific areas of their teaching all presented in an accessible, dip in' format.Trade Review‘This is a book for music teachers, written by two expert practitioners, who live and breathe classroom music. It is firmly rooted in everyday practice, but at the same time invites the reader to think, as well as act. It contains numerous practical ideas honed in the daily professional work of the music class. There will be something here for every music teacher to do, as well as to reflect on. This book should be on every music teacher’s reading list! It would also be helpful to share with SLT as to why music is different from other subjects.’Martin Fautley, Professor of Education at Birmingham City University ‘Read this book to put yourself in a vibrant music department with two of our finest music teachers. This book combines stimulating ideas for classroom use and ways of supporting students’ musical development beyond the classroom. Everyone involved in music education will find much of value in these pages and ideas they are sure to want to make their own. Recommended!’David Ashworth, Music Education Consultant ‘What the one hundred ideas communicate is the living dynamic of a music department buzzing with ideas, action and above all else music making that has meaning and purpose. And here generously shared in a way that secondary school music teachers will immediately identify with … [A]n exceptionally comprehensive resource that will help sustain readers through their own ongoing search for a worthwhile music education. The authors are to be congratulated on creating what is an original contribution to the vitality of music in the secondary school.’John Finney, former Senior Lecturer in Music Education at the University of Cambridge

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Book SynopsisDrawing on years of research and first-hand experience, How to Survive in Teaching offers support, advice and practical suggestions to help you and your colleagues stay flourishing, positive and most importantly, stay teaching!Recent statistics show that not enough teachers are entering the profession and that too many are leaving. Teaching is facing a genuine crisis. But why is this? In this thought-provoking book, experienced teacher and leader Dr Emma Kell examines workplace stress and anxiety, conflict and toxic politics', and the other factors which lead teachers to ultimately decide to walk away.Emma firmly believes there are ways to survive the increasing pressure teachers are under. This book offers a realistic, unflinching and positive perspective on the challenges and rewards of teaching. It includes successful models and strategies where a combination of support and challenge, accountability, and a sense of being valued have encouraged teachers to enter and remain in Trade ReviewEmma's passion for teaching and teacher wellbeing shines out from every page in this gem of a book. The combination of informed analysis and practical advice, rooted in research and experience, make it invaluable. * Sam Collins, Teacher and Founder of Schoolwell, @samschoolstuff *Sprung from Emma's love affair with teaching, How to Survive in Teaching is a compassionate plea for teachers to take care of themselves. Emma rightly reminds teachers that even if the profession is a vocation, teaching is also a job and must be treated as such. * Loic Menzies, Director of Education and Youth 'Think and Action-Tank', @LKMco *Emma had me hooked from the Acknowledgements page. This is a warm, forthright, humane and eminently practical book – for every challenge, there is a 'response' suggesting a way forward. Invaluable advice is offered to new, and not so new, teachers about how to thrive in this mad, wonderful profession. While recognising the pressures and demands of teaching, Emma also celebrates joy. * Jill Berry, Former Head, now Leadership Consultant, @jillberry102 *With this book being published on 11th January 2018, Emma Kell has written a very important contribution to the current debate... I’ve followed the past couple of years with interest, as, first, Emma developed her ideas for her doctorate, using Twitter to its best advantage as a conduit into discussion and sharing of background thinking through shared blogs. Twitter surveys enabled the development of broader and more focused questions. Emma acknowledges the contribution of many hundreds of colleagues who have spoken honestly about their experiences. * Chris Chivers, chrischiversthinks.weebly.com *The book outlines practical ways to survive the increasing pressure teachers are under, with a realistic, unflinching and ultimately very positive perspective on the challenges and rewards of teaching... It gives a real sense of support to teachers, reassuring them they are not alone and that the challenges can be successfully overcome. * Parents in Touch *Kell uses her experience to offer hard-hitting advice, commentary and analysis. I’ll be dipping into it regularly as a middle leader and recommending it to anyone considering venturing into this most noble profession. * Thomas Rogers, TES, @RogersHistory *

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Book SynopsisIn this volume experienced and new college- and university-level teachers will find practical, adaptable strategies for designing or updating courses in western American literature and western studies. Teaching Western American Literature features the latest developments in western literary research and cultural studies as well as pedagogical best practices in course development. Contributors provide practical models and suggestions for courses and assignments while presenting concrete strategies for teaching works both inside and outside the canon. In addition, Brady Harrison and Randi Lynn Tanglen have assembled insights from pioneering western studies instructors with workable strategies and practical advice for translating this often complex material for classrooms from freshman writing courses to graduate seminars.Teaching Western American Literature reflects the cutting edge of western American literary study, featuring diverse approaches allied witTrade Review"Harrison (Univ. of Montana) and Tanglen (Austin College) have gathered an impressive selection of essays on teaching western American literature. They focus primarily on pedagogy, ranging from general education classes to writing classes at multiple levels. The exploration of the pedagogical practices can be extended to various courses in a variety of disciplines. The contextual subject matter is as enlightening as the pedagogical. The 13 essays are arranged in four categories: 'Teaching the Literary Wests'; 'Affect, Indigeneity, Gender'; 'Place and Regionality'; and 'Hemispheric/Global Wests.' The investigations are intersectional and include issues relevant to African American studies, American studies, border studies, critical race theory, cultural studies, disability studies, ecocriticism, gender studies, global studies, and, perhaps most important, human rights. The collection is timely in that it uncovers and discovers an American past that has been elided by the popular narratives of Hollywood and television. These narratives form the West in the American imagination as a trope of expansion and accumulation rooted in property and propriety, and manifest in the individual. The 'American West' in this collection is multivalent, with narrative borders beyond imagined walls."—R. T. Prus, Choice“A rich volume. . . . It provides teachers with valuable insight into how classroom teaching is informed by and sometimes advances scholarly conversations about western literature specifically and literary studies more generally, while also providing excellent practical strategies that readers can use to enhance student learning and engagement in their own classrooms.”—Jennifer S. Tuttle, coeditor of Charlotte Perkins Gilman: New Texts, New Contexts“Teaching Western American Literature will appeal to anyone involved in teaching western American literature at the post-secondary level, from the graduate student teaching a course for the first time to the seasoned instructor curious about how their teaching practice fits into the broader landscape or just looking for fresh ideas.”—Victoria Lamont, author of Westerns: A Women’s HistoryTable of ContentsList of Tables Acknowledgments Introduction: Teaching Western American Literature Brady Harrison, University of Montana, and Randi Lynn Tanglen, Austin College Part 1. Teaching the Literary Wests 1. Teaching the Popular Western in the Second-Level Writing Course Chadwick Allen, University of Washington 2. Quirky Little Things and Wilderness Letters: Using Wallace Stegner to Teach Cultural Studies and the Responsibilities of Citizenship Melody Graulich, Utah State University 3. Teaching the Black West Kalenda Eaton, University of Oklahoma, and Michael K. Johnson, University of Maine–Farmington Part 2. Affect, Indigeneity, Gender 4. Gender, Affect, Environmental Justice, and Indigeneity in the Classroom Amy T. Hamilton, Northern Michigan University 5. Teaching Queer and Two-Spirit Indigenous Literatures, or The West Has Always Been Queer Lisa Tatonetti, Kansas State University 6. An Interdisciplinary Approach to Teaching Gender in Western American Literature Amanda R. Gradisek and Mark C. Rogers, Walsh University Part 3. Place and Regionality 7. Moving Beyond the Traditional Classroom and So Far from God: Place-Based Learning in the U.S. Southwest Karen R. Roybal, Colorado College 8. Quotidian Wests: Exploring Regionality through the Everyday Nancy S. Cook, University of Montana 9. Western Writers in the Field O. Alan Weltzien, University of Montana Western 10. Placing the Pacific Northwest on the Literary Map: Teaching Ella Rhoads Higginson’s Mariella, of Out-West Laura Laffrado, Western Washington University Part 4. Hemispheric/Global Wests 11. National, Transnational, and Human Rights Frames for Teaching María Amparo Ruiz de Burton’s The Squatter and the Don Tereza M. Szeghi, University of Dayton 12. Able-Bodies, Difference, and Citizenship in the West: Teaching James Welch’s The Heartsong of Charging Elk in a Global Context Andrea M. Dominguez, DeVry University, San Diego 13. Teaching Western Canadian Literature in the Croatian Context: A Case Study Vanja Polić, University of Zagreb Contributors Index

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Book SynopsisFor GCSE Chemistry and GCSE Double Award ScienceHigher tier Create confident, literate and well-prepared students with skills-focused, topic-specific workbooks.Our Student Workbooks build students' understanding, developing the confidence and exam skills they need, whilst providing ready prepared lesson solutions.- Supplements key resources such as textbooks to adapt easily to existing schemes of work- Offers time-saving and economical lesson solutions for both specialist and non-specialist teachers- Provides flexible resource material to reinforce and apply topic understanding throughout the course, as classwork or extension tasks, or for revision- Creates opportunities for self-directed learning and assessment with answers to tasks and activities supplied online- Prepares students to meet the demands of the specification by practising exam technique and developing their literacy skills

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Book SynopsisDiscover Principles of Business as a real-world subject through thought-provoking case studies and prepare effectively for the CSEC May/June 2019 examinations.-Develop knowledge systematically with each section focusing on a specific aspect of the syllabus, and clear syllabus references throughout.-Revise for the exam with unit summaries, in-chapter challenges, and MCQs. -Increase confidence with exam-type questions at the end of each unit and a full section dedicated to exam preparation and the School Based Assessment.-Ensure all three examined profile dimensions are developed with contextualised structured response questions.Trade ReviewA very good book, easy to read -- Miss Carlon Blackman * Miss Carlon Blackman *The new edition of the book is more detailed and yet at the same time is written simply and to the point for students to understand. It is also very colourful, which makes reading it more attractive as students often complain when books have no pictures and is in all black and white. It has a good variety of review questions and activities as well. It is also helpful that it follows the new syllabus and contains content to suit. -- Shakirah Ford * Shakirah Ford *

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Book SynopsisEnhance your teaching with expert advice and support for Key Stages 3 and 4 Biology from the Teaching Secondary series - the trusted teacher's guide for NQTs, non-specialists and experienced teachers. Written in association with ASE, this updated edition provides best practice teaching strategies from academic experts and practising teachers.- Refresh your subject knowledge, whatever your level of expertise - Gain strategies for delivering the big ideas of science using suggested teaching sequences - Engage students and develop their understanding with practical activities for each topic - Enrich your lessons and extend knowledge beyond the curriculum with enhancement ideas - Improve key skills with opportunities to introduce mathematics and scientific literacy highlighted throughout - Support the use of technology with ideas for online tasks, video suggestions and guidance on using cutting-edge software - Place science in context; this book highlights where you can apply science theory to real-life scenarios, as well as how the content can be used to introduce different STEM careers Also available: Teaching Secondary Chemistry, Teaching Secondary PhysicsTrade ReviewThis book will be most useful for those new to teaching biology, where it can be used to deepen understanding and increase confidence. It will also appeal to the more experienced teacher, as while many of the activities are established, there were also some new ideas for activities. The clear and approachable layout makes the book ideal to use as a quick reference to update particular aspects of teaching, such as using technology or links to careers. I particularly like the Science in context information, which can be used to develop students' curiosity and interest or as a starting point for further research. This would be a useful addition to the bookshelf of any teacher of biology. * School Science Review, Issue 103 *

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Book SynopsisEnhance your teaching with expert advice and support for Key Stages 3 and 4 Physics from the Teaching Secondary series - the trusted teacher's guide for NQTs, non-specialists and experienced teachers. Written in association with ASE, this updated edition provides best practice teaching strategies from academic experts and practising teachers.- Refresh your subject knowledge, whatever your level of expertise - Gain strategies for delivering the big ideas of science using suggested teaching sequences - Engage students and develop their understanding with practical activities for each topic - Enrich your lessons and extend knowledge beyond the curriculum with enhancement ideas - Improve key skills with opportunities to introduce mathematics and scientific literacy highlighted throughout - Support the use of technology with ideas for online tasks, video suggestions and guidance on using cutting-edge software - Place science in context; this book highlights where you can apply science theory to real-life scenarios, as well as how the content can be used to introduce different STEM careers Also available: Teaching Secondary Chemistry, Teaching Secondary BiologyTrade ReviewWhile the resource is ideal for newly qualified teachers, or teachers of general science (or those with little prior science teaching at all), being asked to deliver a physics topic for the first time, even the most experienced of physics teachers will find something to bring to their teaching. For my part, I especially welcomed the 'Science in context' boxed asides, which gave me useful info nuggets or craft knowledge I didn't know (or perhaps had long forgotten). Often these describe contributions from less widely known scientists of yesteryear, hopefully aiding the incremental improvement in the diversity of people 'doing physics' going forward. Each chapter ends with a selection of resources, including online resources and references, so you can read up on the more academic research angles if you wish. Glossing over an unfortunate typo for a unit given as 'meters/ second/second', a mislabelled I-V characteristic, and a personal pet peeve of calling a 'cell' a 'battery', overall, I have nothing but praise and suggest each physics department acquires this newest edition. Then bring it to the attention of current teaching staff and be proactive in sending newer recruits to the department away with the copy for a spot of light holiday reading before the start of the next term. - School Science Review, Issue 103 -- School Science Review, Issue 103

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Book SynopsisDeveloped in cooperation with the International Baccalaureate®Everything you need to deliver a rich, concept-based approach for the new IB Diploma English Literature course. - Navigate seamlessly through all aspects of the syllabus with in-depth coverage of the new course structure and content- Investigate the three areas of exploration, concept connections and global issues in detail to help students become flexible, critical readers- Learn how to appreciate a variety of texts with a breadth of reading material and forms from a diverse pool of authors- Engaging activities are provided to test understanding of each topic and develop skills - guiding answers are available to check your responses- Identify opportunities to make connections across the syllabus, with explicit reference to TOK, EE and CASTrade ReviewClearly this is a richly stocked and very well written resource for the IB Literature course. Strong HL students, as well as all teachers of the course, are likely to be well advantaged by reading and using it, as they will find much to interest them and expand their experience of the course. And the book provides great potential for all students, HL and SL to evolve in their knowledge and understanding of what 'literature' is, how it works, and how it has and does function in human life and history.The way in which the book aligns itself with the chosen aspects of the Subject Guide is impressive. The chapters work to deconstruct the lines of inquiry in the Areas of Exploration.... as a teacher I would be very happy to have a copy of the book in my library of resources, both for ideas and simply to re-read from time to time to spur my own thinking. The panoply of examples is delightful, and there is some very useful critical work. I would also seriously consider recommending or giving the book to any student, IB or not, who is headed to university with plans to study language and literature.The biographies are very helpful and interesting and the QR codes are a lively and apt clarification/enrichment technique. One thing that is very well handled is the reiteration and the interweaving of certain ideas and aspects. I was impressed by how free of copy errors the whole text is.Dr Hannah C. Tyson, Educator, writer, consultant11 July 2019 -- Dr Hannah C. Tyson

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Book SynopsisAuthors Jeff Anderson, Travis Leech, and Melinda Clark lead a vibrant approach to grammar instruction in Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language. Here, young, emergent writers are invited to notice the conventions of the English language and build off them in this inquiry-based approach to instructional grammar. The book comes with standards-aligned lessons that can be incorporated in just 10 minutes a day. Patterns of Power’s responsive, invitational approach puts students in an involved role and has them explore and discuss the purpose and meaning of what they read. Students study short, authentic texts and are asked to share their findings out loud, engaging in rich conversations to make meaning. Inside you’ll find: Ready-to-use lesson plan sets that include excerpts from authentic and diverse mentor texts curated for grades 6-8 Real-life classroom examples, tips, and Power Notes gleaned from the authors’ experiences that can be applied to any level of writer Resources, including a Patterns of Power Planning Guide and musical soundtracks, to use in classroom instruction or as handouts for student literacy notebooks Patterns of Power, Grades 6-8 provides a simple classroom routine that is structured in length and approach, but provides teachers flexibility in choosing the texts, allowing for numerous, diverse voices in the classroom. The practice helps students build cognitive recognition and provides a formative assessment for teachers on student progress. With these short lessons, students will gain confidence and move beyond limitation to produce effortless writing in your class and beyond. The Patterns of Power series also includes Patterns of Power, Grades 1-5: Inviting Young Writers into the Conventions of Language; Patterns of Power en Español, Grades 1-5: Inviting Bilingual Writers into the Conventions of Spanish; Patterns of Power, Grades 9-12: Teaching Grammar Through Reading and Writing; and Patterns of Wonder, Grades PreK-1: Inviting Emergent Writers to Play with the Conventions of Language.Trade Review“For years, students have been handed sets of “I said so” rules as the standard means of learning language conventions. Patterns of Power moves beyond prescriptive rules to offer a series of steps that, instead, help students to recognize and internalize language conventions in a way that makes them better readers, writers, listeners, and speakers. Notice the patterns in sentences. Compare them with others. Try them yourself. Apply them. Edit them. I love how this book teaches students to really think about language.”—Kelly Gallagher“Patterns of Power will free you from the tyranny of old school grammar instruction and show you a process to guide adolescents toward joyful exploration and experimentation of crafting, creating, and conveying meaning. Whether you’re a grammar “phobe” or an expert sentence diagrammer, you will love this book.”—Cris Tovani“In a Patterns of Power classroom, the conventions of language become possibilities. Here, rules are replaced by invitations as our “wired to be inspired” middle school learners engage in honest inquiry, asking themselves and each other What can this convention do for me as a writer?”—Lisa Thibodeaux, Director of Secondary Curriculum, TX“Jeff Anderson is going to make me return to teaching middle school English Language Arts. This is the kind of book that would have made me feel like I could provide concrete, meaningful writing instruction to my students. I am grateful, however, that as an administrator I have the power to put this tool in the hands of all my teachers and allow the work of these authors to reach thousands of students.”—Chad Everett, Middle School Principal“Patterns of Power, 6–8 is a must-have for every teacher who longs to get their adolescents hooked on grammar. It gives middle grade teachers a simple, student-centered process that showcases what grammatical patterns do for readers and writers and how they lead to stellar writing.”—Jodi Ramos, Middle School Teacher, Department Chair, and New York Times education contributor“Jeff Anderson, Travis Leech, and Melinda Clark have crafted a gift for middle school literacy teachers and their students. Patterns of Power, 6–8 provides abundant lesson ideas for engaging student readers and writers in ways that improve comprehension, communication and self-expression, as well as a deeper look at why this approach works. Through students’ observations of authentic texts and focused exploration of writers’ craft and language use, you can increase their reading and writing confidence and skill. Clear, empowering, and effective!”—Donalyn Miller, Texas educator and authorTable of ContentsIntroduction; Part 1: Getting Started with the Patterns of Power Process; 1: Into Planning: What Do You Need to Do Before Teaching the Invitations?; 2: Into the Classroom: How Do You Teach Conventions with the Invitation Process?; 3: Into Application: How Do You Nudge Writers to Apply Conventions?; Part 2: Into the Lessons with the Patterns of Power Process; 4: How Do Writers and Readers Use SENTENCES?; 5: Why Do Writers and Readers Need COMPOUND SENTENCES?; 6: How Do Writers and Readers Use COMPLEX SENTENCES?; 7: How Do Writers and Readers Use PHRASES and CLAUSES?; 8: What Does the MOOD of a VERB Do for Writers and Readers?; 9: How Do Writers and Readers Use VERBALS?; 10: What Does PUNCTUATION Do for Writers and Readers?; 11: What Do PRONOUNS Do for Writers and Readers?; 12: How do Writers and Readers Continue Using CAPITALIZATION?; 13: What Other Amazing Things Can Writers and Readers Do?; Conclusion

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Book SynopsisCrista Hazell's Independent Thinking on MFL: How to make modern foreign language teaching exciting, inclusive and relevant takes teachers on a tour of how to get the teaching of a new language right. Foreword by Ian Gilbert. Learning a new language has the power to transform a life, as well as help break down the barriers that seem to be re-emerging between nations, cultures and people. In the UK, MFL teaching has always had to battle with the 'everyone speaks English' argument, not to mention that, for so many, all that remains of their years learning a foreign language is bitte, por favor or s'il vous plait. But with teachers like Independent Thinking Associate Crista Hazell at the front of the class, things can be very different. Drawing on her many years of experience as an MFL teacher and head of department, Crista shares tips, techniques and inspirational ideas geared to help teachers build confidence, increase enjoyment and improve outcomes as they take their MFL teaching to a whole new level. Crista provides a range of strategies from how to hook students in the minute they enter the classroom to ensuring that the vocabulary sticks designed to help learners develop confidence, take risks and enjoy the challenge that learning a new language brings. She also offers ideas and advice on how to make learning new vocabulary and grammar a great deal more effective and empowers teachers to open up the benefits and enjoyment of learning a language to all students, not just those in the top sets. Ultimately, however, her book sets out to help teachers create engaging, relevant and memorable learning experiences in the MFL classroom and encourage their learners to become lifelong and passionate linguists. For MFL teachers and heads of languages departments in primary schools, secondary schools and colleges. Independent Thinking on MFL has been shortlisted for the Educational Book Award in the 2021 Education Resources Awards!

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Book SynopsisThe GCSE Mindset: 40 activities for transforming student commitment, motivation and productivity, written by Steve Oakes and Martin Griffin, offers a wealth of concrete, practical and applicable tools designed to supercharge GCSE students' resilience, positivity, organisation and determination. At a time when GCSE teaching can feel like a conveyor belt of micromanaged lessons and last-ditch interventions, Steve and Martin - acclaimed authors of The A Level Mindset - suggest a different approach, underpinned by their VESPA model of essential life skills: vision, effort, systems, practice and attitude. These five non-cognitive characteristics beat cognition hands down as predictors of academic success, and in The GCSE Mindset Steve and Martin take this simple model as their starting point and present a user-friendly month-by-month programme of activities, resources and strategies that will help students break through barriers, build resilience, better manage their workload and ultimately release their potential - both in the classroom and beyond. The book's forty activities, while categorised thematically under the VESPA umbrella, have been sequenced chronologically by month in order to better chart the student's journey through the academic year and to help them navigate the psychological terrain ahead. Each activity can be delivered one-to-one, to a tutor group or to a whole cohort, has been designed to take fifteen to twenty minutes to complete, and has been written with a pupil audience in mind. However, to complement the tasks' practical utility, the authors also explore the underpinning research and theory - including the pioneering work of Angela Duckworth, Dr Steve Bull and Carol Dweck - in more detail in the introduction to each section. Informed by the authors' collective thirty-plus years of teaching and coaching, this essential handbook for GCSE success also suggests key coaching questions and interventions for use with pupils and includes expert guidance on how schools can implement and audit the core components and outcomes of the VESPA approach in their own settings. Additionally - and indeed pertinently in the present educational environment where empirical data is valued so highly - the book features a chapter dedicated to the measurement of mindset, written by guest contributors Dr Neil Dagnall and Dr Andrew Denovan from Manchester Metropolitan University. They present the twenty-eight-item VESPA questionnaire, which they helped Steve and Martin to design, and take the reader through the research process behind its origins before going on to describe how it can be used to identify areas for development and to measure the impact of interventions. Suitable for teachers, tutors and parents who want to boost 14-16-year-olds' academic outcomes and equip them with powerful tools and techniques in preparation for further education and employment.Table of ContentsChapters include:1. The VESPA Model: An Introduction to VESPA2. Using This Book3. September: Start with the Why4. October: Mapping the Journey5. November: Leading and Lagging Indicators6. December: The Three Phases of Practice7. January: Agency and Efficacy8. February: Effort is Relative9. March: Fight or Flight10. April: Changing Lanes, Finding Flow11. May: Well-Being and Stress Management12. Coaching with VESPA13. Implementation: Putting VESPA into Action14. Measuring Mindset Using Psychometric Tests by Neil Dagnall and Andrew Denovan

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Book SynopsisGuy Claxton and Graham Powell's Powering Up Students details the small tweaks to daily practice that will help secondary school teachers attend more closely to the ways in which they can boost their students' learning dispositions and attitudes. The Learning Power Approach (LPA) is a pedagogical formula which aims to develop all students as confident and capable learners - ready, willing and able to choose, design, research, pursue, troubleshoot and evaluate learning for themselves, alone and with others, in school and out. This approach therefore empowers teachers to complement their delivery of content, knowledge and skills with the nurturing of positive habits of mind that will better prepare students to flourish in later life. Building upon the foundations carefully laid by Guy's first book in the Learning Power series, The Learning Power Approach, this new instalment embeds the ideas of his influential method in the context of the secondary school. Guy and Graham provide a thorough explanation of how the LPA's core components apply to this level of education and, by presenting a wide range of classroom examples, illustrate how they can be put into practice in different curricular areas - focusing especially on embedding the learning dispositions into learners' tackling of more demanding content, while emphasising the need to `get the grades' as well. Suitable for both newly qualified and experienced secondary school teachers.

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Book SynopsisWritten by Zoe Enser, Bringing Forth the Bard: A guide to teaching Shakespeare in the English classroom links together the golden threads which run through Shakespeare's work and highlights how teachers can best explore these with students.Trade ReviewBringing Forth the Bard by Zoe Enser is erudite yet accessible, comprehensive yet pacey, brimming with clever theory yet eminently practical. Essential for newer teachers, it will also offer enough new ideas to satisfy even the biggest Shakespeare aficionado. Featuring helpful insights and advice from expert teachers, this book should go to the top of any English teacher's book wish list.Mark RobertsThis a welcome addition to the long line of books (in the tradition of Rex Gibson and James Stredder) about teaching Shakespeare in schools and colleges. Its pragmatic approach will appeal to teachers looking for practical material to use in the classroom. Many of the activities presented are entirely new and innovative. The book convinces us that Shakespeare is still relevant to young people in today's classrooms, and that study of his works can be part of the all-important inclusivity agenda. Busy teachers will welcome useful summaries of contextual material, and students will enjoy the string of lively, contemporary cultural references employed by the author when discussing the plays. The book does not shy away from addressing necessary - if sometimes less popular - issues such as examination board requirements and 'cultural capital', but matters are always directed back to the most important concern of all: bringing Shakespeare's scripts to life in the classroom through creative activities which emphasise enjoyment of the plays' themes, linguistic techniques and dramatic methods.Chris GreenZoe Enser's Bringing Forth the Bard is a tour de force, an essential guide ensuring our students receive the best teaching when it comes to approaching Shakespeare. It is a text that allows its readers to consider, to analyse and to reflect on why Shakespeare is still relevant in our classrooms today. From discussing his context and influences as well as biblical and classical allusion to an exploration of symbols, motifs and stagecraft, Enser deftly removes any barriers to understanding Shakespeare we may encounter, offering us a peek into parts of the Bard's world that are often ignored. This has clearly been a labour of love for Zoe, and how brilliant it is that it has been shared with us all. It is, quite simply, a triumph.Stuart PrykeZoe Enser's Bringing Forth the Bard is an artful, accessible, and fascinating guide to Shakespeare's work, drawing on the immense power and the utter joy of studying his writing in a properly academic way. Enser draws masterfully on the intertextuality of the Bard's work, weaving together excellent explanations and practical applications together with a range of superb case studies contributed by myriad subject experts. It is thoroughly expert, insightful and brimming with Enser's clear love of Shakespeare's work. Bringing Forth the Bard is a resource I will return to time and time again, highlighter in hand, ready to share Enser's expert insights with my students. Bloom argues Shakespeare shapes the way we think about the world. This book shapes the way I think about Shakespeare. It is a triumph.Amy StaniforthBringing Forth the Bard is a wonderful introduction to the joys and challenges of teaching young people about the work of England's most celebrated playwright. In this eminently readable book, Enser shares her vast knowledge of Shakespeare's creations and the ways in which teachers can make them accessible to young people. Whether you are teaching Shakespeare for the first time or searching for renewed inspiration, Bringing Forth the Bard will prove to be an insightful and invigorating read.Christopher Such

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