Teachers’ classroom resources and material Books

Book SynopsisLoto Francais is a proven way of reinforcing the use of the French language. These attractive, easy-to-use photocopiable lotto boards provide a stimulating and meaningful way to develop reading, listening and speaking skills when teaching. The unique call sheets enable you to follow the game closely and to select which team you want to win. Topics covered include numbers, food, clothing, animals, classroom items and Christmas.Table of ContentsIntroduction; How to play; Different ways of playing/ideas; NUMBERS 1-12: Call sheet; Picture only boards; Pictures and words boards; Words only boards; NUMBERS 1-60: Call sheet; Picture only boards; Pictures and words boards; Words only boards; ANIMALS: Call sheet; Picture only boards; Pictures and words boards; Words only boards; FOOD: Call sheet; Picture only boards; Pictures and words boards; Words only boards; CLASSROOM OBJECTS: Call sheet; Picture only boards; Pictures and words boards; Words only boards; CLOTHES: Call sheet; Picture only boards; Pictures and words boards; Words only boards; CHRISTMAS: Call sheet; Picture only boards; Pictures and words boards; Words only boards; Blank template boards; List of vocabulary used in games.

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Book SynopsisSpanish Festivals and Traditions, KS2 is an invaluable and time-saving resource for Key Stage 2 teachers, providing intercultural ideas for every month of the year. Analysis grids that show where and how the Intercultural Strand of the Framework for Modern Languages is covered, both by objective and year group.Festivals and traditions range from Las Fallas de San Jose (The Torches of Saint Joseph) and El dia de la Hispanidad (Spanish National Day) to Challenging stereotypes and Comparing buildings and places. Ideas vary from making cards and writing poems, to playing games and cooking traditional Spanish recipes. The activities contained in this book are especially designed for KS2. If you are a KS3 (Years 7-9; 11-14 year olds) teacher please order the KS3 version which contains more age-appropriate activities (9781905780822).

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Book SynopsisBonne Idee is an invaluable time-saving resource for primary school French teachers that will help you to cover many of the objectives of the Framework for Modern Foreign Languages. Designed with the non-specialist in mind, Bonne Idee provides key vocabulary, word and picture matching cards, activity sheets and puzzle pages for 20 popular primary school topics. Use the suggestions given or develop your own games with these flexible sheets. French has never been this easy - just choose your game, copy the sheets and play! Sentence building sheets for each topic provide top tips for extending the vocabulary. Use them and soon your pupils will be happily conversing in French with confidence.

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Book Synopsis100+ Fun Ideas for Teaching PE Games is a wonderful collection of tried-and-tested games that require little or no preparation. The fun, easy-to-implement games use readily available PE equipment and can be easily modified or adapted to suit the needs of your class. The games have been specially chosen to encourage pupils to collaborate with each other and share amicably in a fun and cooperative way. These imaginative activities will improve children's agility, coordination, aerobic fitness, speed, strength and relaxation skills.

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Book SynopsisPart of an exciting new series covering the most popular topics in Early Years Education. All settings enjoy teaching and learning about our homes and where we live and this book features lots of exciting activities touching on every area of learning in the EYFS from Personal, Social and Emotional to drama, role-play and physical development. Full colour artwork and photos make this book an inspirational read for any early years practitioner, child minder or parent.Trade ReviewIntroduce a topic about the places we and other creatures live with these inspirational ideas. * Teach Nursery *

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Book SynopsisThis easy to use photocopiable resource is designed with a focus on fun as well as learning. This resource can be used alongside the "Classical Comics" graphic novel as well as any traditional text. Many of the activities can stand on their own as introductions to the world of Charles Dickens. Most of the activities look at Dickens's use of language, but you will also see applications for history, ICT, drama, and art. Suitable for teaching ages 10-17, this is a photocopiable study guide to "Charles Dickens: Great Expectations". It is packed with activities to help make Dickens fun. It includes applications in English, history, ICT, drama and art.Table of ContentsINTRODUCTION BACKGROUND CHARACTER LANGUAGE UNDERSTANDING THE NOVEL IDEAS, THEMES & ISSUES DRAMA/ART FILM VERSIONS CREATIVE WRITING TEACHERS' NOTES, ANSWERS AND EXPANSIONS

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Book SynopsisIncludes classroom activities and lesson plans for Shakespeare's Romeo and Juliet such as Shakespeare's use of language and applications for history, ICT, drama, and art. This title provides exercises that cover structure, listening, understanding, motivation and character as well as key words, themes and literary techniques.

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Book SynopsisIncludes classroom activities and lesson plans for Shakespeare's "The Tempest" such as Shakespeare's use of language and also applications for history, ICT, drama, and art. This title provides exercises that cover structure, listening, understanding, motivation and character as well as key words, themes and literary techniques.

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Book SynopsisSuitable for teaching ages 10-17, this title includes classroom activities and lesson plans for teaching Oscar Wilde's The Canterville Ghost.

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Book SynopsisBased on the historical record of Bessie Dunlop's confession' to witchcraft in sixteenth-century Scotland, Bessie Dunlop, the Witch o Dalryisa three-act play for schools suitable for BGE and S3S4 students. The language of the play introduces students to different levels and varieties of Scots and English, and the book also contains teaching notes, suggestions for classroom activities, and questions for discussion or writing.

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Book SynopsisIncludes classroom activities and lesson plans for Shakespeare's A Midsummer Night's Dream such as Shakespeare's use of language and also applications for history, ICT, drama, and art. This title provides exercises that cover structure, listening, understanding, motivation and character as well as key words, themes and literary techniques.

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Book SynopsisA rich and abundant treasury in celebration of the forest, this book is about encouraging children's natural fascination with the forest and its inhabitants. The authors have produced an enchanting book where imagination, story and play bring alive the world of the forest. Full of games, facts, celebrations, craft activities, recipes, foraging, stories and Forest School skills, The Children's Forest is much more than a manual: it is an invitation Engages children with nature through play and imagination in the forest and woods.Appealing to teachers, parents, and children, this book focuses on British and Irish trees, plants, animals, stories, poems, songs, crafts, and activities

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Book SynopsisThis CD-ROM is a teacher revision resource that contains the whole of the student text (including the questions and answers) to 'A2 Revise PE for AQA' (ISBN 9781911241003) as indexed PDFs. Covers all aspects of the examinable A2 or Year 2 A level 2016 AQA PE syllabus. Enabling a comprehensive classroom teacher support resource that reviews and prepares students for the A2 examination.

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Book SynopsisPut the magic back into reading! Engaging, inspirational, and practical the complete course book and teacher's guide for Reflective Reading. This exciting approach improves attainment and motivation by revamping reading comprehension in the primary classroom. Put the magic back into reading through fun, engaging ideas and activities for the teaching of reading. Create life-long readers with good reading habits, who read for pleasure and appreciate text in all its forms. Ensure higher order thinking skills are embedded within teaching and learning using a new, child-friendly taxonomy - the Comprehension Compass. Teachers and children will enjoy completing and creating Task Maps, Long Reads, Short Reads and TexTplorers activities. Inside you will find: Short Read texts and activities, suitable for whole-class teaching and shared reading Long Read activities and Task Map exemplars, for reading groups and differentiation Advice on assessment, planning, managing reading in the classroom and choosing texts Guidance on 'How to Build a Reader' and identifying reading difficulties Child Friendly Reading Booklets to encourage a learning dialogue about reading to support Assessment is for Learning A 'Cultivating a Reading Culture' self-evaluation to encourage collegiate reflection on your school's current reading practice Also includes photocopiable lesson plans, templates, and downloadable resources so you can get started straightaway!

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Book SynopsisSebastian Suggate Ph.D. lectures and researches at the University of Regensburg, Germany, in child development, education and educational philosophy. In 2010, his research into the successful reading achievement of late starting children, including those from Waldorf Schools, received international recognition. Sebastian is widely published in the academic research literature on early development and learning. Tamara Suggate MSc is a trained psychologist and works in a newly founded Waldorf-Steiner kindergarten as a teaching assistant. Together they are raising four children.

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Book SynopsisPractical craft projects suitable for children aged 68 years, classes 1 and 2 of Steiner-Waldorf school to follow on their own or with support. Tips and techniques for teaching are included along with charming rhymes, anecdotes and stories to keep children engaged. There are also projects for young people to try while they are waiting for more attention.This is a recipe book to guide young people through making things on their own (with a little help or guidance from an adult, if needed) with few words and plenty of pictures to follow.As mainstream and Steiner-Waldorf curriculums are under more pressure to fulfill academic goals, these projects will provide opportunities to connect with the natural world, develop dexterity, hand-eye co-ordination and creativity with a series of tried and tested, age-appropriate projects to gradually build on skills and techniques.Featuring ways to make useful and personalised items, that is, expressing one's own character through choice of colour. The projects and techniques are accompanied by stories and anecdotes with a narrative that will help children to relate.

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Book SynopsisColour affects us deeply. When we get out of our heads' into colour, we can feel the soul of the world. Imagine the sun shining through the lemon yellows of spring beech leaves with a cobalt blue sky above and mists of bluebells below. You feel the world afresh and are renewed. Colour has enchanted you. You and colour are one. And you are ready to paintSales Points- Painting workbook of exercises that deepen your experience of colour- Draws on the authors research into the colour theories of Aristotle and Rudolf Steiner to develop 12 categories as ways of seeing- Experimental journey round a twelvefold colour circle to experience the dynamics of colour in new ways, so you can paint from the heart of the colours themselves- Enlivens Aristotle's invitation to delight in the senses', by a renewed aesthetics that refreshes the soul as a counter to the digital, virtual, screen world- The exercises and approach have been developed by the author in teaching on courses, yet are also suitable for private study- Logical step-by-step guide to painting and painting methodology- Deepens insights into colour relationships and dynamics- Unique and stimulating approach to art, aesthetics and colourDescription and ContentsHow to use this book. Thinking in colours and forms. Overview of the 12 categories of Aristotle and Rudolf Steiner. The 12 categories as developed by Gerard and Elizabeth Wagner. The 12 Categories and the 12 Constellations with 12 chapters introducing each category and the companion colour, with painting exercises: Being, Appearance, Time, Space, Quantity, Quality Doing/Activity, Suffering/passivity, Conduct, Position, Relation, Substance. References and further reading.Colour Dynamics II is informed by Aristotle, Rudolf Steiner, and Goethe's colour research, whilst inviting readers to deepen their own colour insights. This is a useful resource for art students, painters, teachers, art therapists and interior designers. It offers a vivid approach to colour theory that will renew the way you see and can then paint from the heart of each colour.

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Book SynopsisTeaching Writing Strategies is a series of six books using modelling, guided and independent practice to teach pupils strategies they can use to improve the clarity, correctness and richness of their writing. The focus is on sentences, their structure, punctuation and word choices and on developing editing and proofreading skills and their habitual use.Teaching Writing Strategies is a series of six books with the explicit, overarching aim of teaching the skills and strategies required to improve the clarity, correctness and richness of children’s writing. Within the series, children are taught to recognise, choose and use specific strategies. The focus is on the process, rather than on practising, in this instance, specific text types. To this end, priority is given to improving writing at the sentence level. There is a strong hands-on emphasis; that is, there is an expectation that the children will write to demonstrate their knowledge and understanding. Unlike many other writing activity books, the desired outcome is to have the children structuring correct, enriched sentences to more clearly convey ideas and information. The ultimate goal is for them to produce clear, precise writing for a specific purpose and to understand that proofreading and editing is an integral part of the writing process. Each of the 16 units has a page of assessment activities and an assessment writing topic. These should be worked on independently and will: (a) give the teacher a record of individual understanding and achievement; and (b) highlight common points of weakness, which may require further assistance. Teacher recording sheets, a pupil proofreading checklist and a pupil self-evaluation sheet are provided.Table of ContentsTeachers Notes .................................................................................................. iv–v Class Recording Sheets Assessment Activities ................................................................................... vi–ix Assessment Writing ....................................................................................... x–xi Pupil Writing Checklist ......................................................................................... xii Pupil Self-Evaluation ........................................................................................... xiii Curriculum Links ............................................................................................. xiv–xv WORD CHOICES Unit 1 Nouns, Noun Groups and Adjectives ............................................. 2–7 Unit 2 Pronouns, Confusing Pronouns (Me, I), Which Pronoun? ............. 8–13 Unit 3 Verbs and Adverbials ................................................................... 14–19 Unit 4 Verbs: Tense, Matching Verbs ...................................................... 20–25 Assessment ................................................................................................ 26–29 SENTENCE STRUCTURE Unit 5 Sentences, Word Order, Questions ............................................. 30–35 Unit 6 Sentence Beginnings ................................................................... 36–41 Unit 7 Conjunctions ................................................................................ 42–47 Unit 8 Paragraphs ................................................................................... 48–53 Assessment ................................................................................................ 54–57 PUNCTUATION Unit 9 Using Punctuation, Short Sentences .......................................... 58–63 Unit 10 Full Stops, Capital Letters, Proper Nouns and Commands ........ 64–69 Unit 11 Apostrophes in Contractions ...................................................... 70–75 Unit 12 Apostrophes for Possession ........................................................ 76–81 Assessment ................................................................................................ 82–85 EDITING AND PROOFREADING Unit 13 Spelling (Vowel Sounds), Sentence Structure, Punctuation, Word Choices, Editing ........................................... 86–91 Unit 14 Spelling (More Vowel Sounds), Sentence Structure, Punctuation, Word Choices, Editing ........................................... 92–97 Unit 15 Spelling (Suffixes) Sentence Structure, Punctuation, Word Choices, Editing ......................................... 98–103 Unit 16 Spelling (Homophones), Sentence Structure, Punctuation, Word Choices, Editing ....................................... 104–109 Assessment ............................................................................................ 110–113

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Book SynopsisTeaching Writing Strategies is a series of six books using modelling, guided and independent practice to teach pupils strategies they can use to improve the clarity, correctness and richness of their writing. The focus is on sentences, their structure, punctuation and word choices and on developing editing and proofreading skills and their habitual use. Teaching Writing Strategies is a series of six books with the explicit, overarching aim of teaching the skills and strategies required to improve the clarity, correctness and richness of children’s writing. Within the series, children are taught to recognise, choose and use specific strategies. The focus is on the process, rather than on practising, in this instance, specific text types. To this end, priority is given to improving writing at the sentence level. There is a strong hands-on emphasis; that is, there is an expectation that the children will write to demonstrate their knowledge and understanding. Unlike many other writing activity books, the desired outcome is to have the children structuring correct, enriched sentences to more clearly convey ideas and information. The ultimate goal is for them to produce clear, precise writing for a specific purpose and to understand that proofreading and editing is an integral part of the writing process. Each of the 16 units has a page of assessment activities and an assessment writing topic. These should be worked on independently and will: (a) give the teacher a record of individual understanding and achievement; and (b) highlight common points of weakness, which may require further assistance. Teacher recording sheets, a pupil proofreading checklist and a pupil self-evaluation sheet are provided.Table of ContentsTeacher Notes ....................................................................................................................... iv–v Class Recording Sheets Assessment Activities ..................................................................................................... vi–ix Assessment Writing ......................................................................................................... x–xi Pupil Writing Checklist .......................................................................................................... xii Pupil Self-evaluation ............................................................................................................. xiii Curriculum Links ............................................................................................................... xiv–xv WORD CHOICES Unit 1 Nouns, Noun Groups and Adjectives .......................................................... 2–7 Unit 2 Pronouns, Confusing Pronouns (Me/I), Which Pronoun? ......................... 8–13 Unit 3 Verbs and Adverbials ............................................................................... 14–19 Unit 4 Verbs: Tense, Matching Verbs .................................................................. 20–25 Assessment................................................................................................................... 26–29 SENTENCE STRUCTURE Unit 5 Sentences, Word Order, Questions ......................................................... 30–35 Unit 6 Sentence Beginnings ............................................................................... 36–41 Unit 7 Conjunctions ............................................................................................ 42–47 Unit 8 Paragraphs ............................................................................................... 48–53 Assessment................................................................................................................... 54–57 PUNCTUATION Unit 9 Using Punctuation in Sentences ............................................................. 58–63 Unit 10 Full Stops, Capital Letters, Commas, Direct Speech ............................. 64–69 Unit 11 Apostrophes in Contractions .................................................................. 70–75 Unit 12 Apostrophes for Possession .................................................................... 76–81 Assessment................................................................................................................... 82–85 EDITING AND PROOFREADING Unit 13 Spelling (Vowel Sounds), Sentence Structure, Punctuation, Word Choices, Editing ....................................................... 86–91 Unit 14 Spelling (More Vowel Sounds), Sentence Structure, Punctuation, Word Choices, Editing ....................................................... 92–97 Unit 15 Spelling (Suffixes), Sentence Structure, Punctuation, Word Choices, Editing ..................................................... 98–103 Unit 16 Spelling (Homophones), Sentence Structure, Punctuation, Word Choices, Editing ................................................... 104–109 Assessment............................................................................................................... 110–113

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Book SynopsisTeaching Writing Strategies is a series of six books using modelling, guided and independent practice to teach pupils strategies they can use to improve the clarity, correctness and richness of their writing. The focus is on sentences, their structure, punctuation and word choices and on developing editing and proofreading skills and their habitual use. Teaching Writing Strategies is a series of six books with the explicit, overarching aim of teaching the skills and strategies required to improve the clarity, correctness and richness of children’s writing. Within the series, children are taught to recognise, choose and use specific strategies. The focus is on the process, rather than on practising, in this instance, specific text types. To this end, priority is given to improving writing at the sentence level. There is a strong hands-on emphasis; that is, there is an expectation that the children will write to demonstrate their knowledge and understanding. Unlike many other writing activity books, the desired outcome is to have the children structuring correct, enriched sentences to more clearly convey ideas and information. The ultimate goal is for them to produce clear, precise writing for a specific purpose and to understand that proofreading and editing is an integral part of the writing process. Each of the 16 units has a page of assessment activities and an assessment writing topic. These should be worked on independently and will: (a) give the teacher a record of individual understanding and achievement; and (b) highlight common points of weakness, which may require further assistance. Teacher recording sheets, a pupil proofreading checklist and a pupil self-evaluation sheet are provided.Table of ContentsTeacher Notes ....................................................................................................................... iv–v Class Recording Sheets Assessment Activities ..................................................................................................... vi–ix Assessment Writing ......................................................................................................... x–xi Pupil Writing Checklist ........................................................................................................... xii Pupil Self-evaluation ............................................................................................................. xiii Curriculum Links .............................................................................................................. xiiv–xv WORD CHOICES Unit 1 Nouns, Noun Groups and Adjectives .......................................................... 2–7 Unit 2 Pronouns, Using Pronouns, Which Pronoun? ........................................... 8–13 Unit 3 Verbs and Adverbials ............................................................................... 14–19 Unit 4 Verbs: Tense, Matching Verbs .................................................................. 20–25 Assessment................................................................................................................... 26–29 SENTENCE STRUCTURE Unit 5 Sentences, Word Order, Questions ......................................................... 30–35 Unit 6 Sentence Beginnings ............................................................................... 36–41 Unit 7 Conjunctions ............................................................................................ 42–47 Unit 8 Paragraphs ............................................................................................... 48–53 Assessment................................................................................................................... 54–57 PUNCTUATION Unit 9 Using Punctuation in Sentences ............................................................. 58–63 Unit 10 Full Stops, Capital Letters, Commas, Direct Speech ............................. 64–69 Unit 11 Apostrophes in Contractions .................................................................. 70–75 Unit 12 Apostrophes for Possession .................................................................... 76–81 Assessment................................................................................................................... 82–85 EDITING AND PROOFREADING Unit 13 Spelling (Vowel Sounds), Sentence Structure, Punctuation, Word Choices, Editing ....................................................... 86–91 Unit 14 Spelling (More Vowel Sounds), Sentence Structure, Punctuation, Word Choices, Editing ....................................................... 92–97 Unit 15 Spelling (Suffixes), Sentence Structure, Punctuation, Word Choices, Editing ..................................................... 98–103 Unit 16 Spelling (Homophones), Sentence Structure, Punctuation, Word Choices, Editing ................................................... 104–109 Assessment............................................................................................................... 110–113

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Book SynopsisTeaching Writing Strategies uses modelling, guided and independent practice to teach pupils strategies they can use to improve the clarity, correctness and richness of their writing. The focus is on sentences, their structure, punctuation and word choices and on developing editing and proofreading skills and their habitual use. Teaching Writing Strategies is a series of six books with the explicit, overarching aim of teaching the skills and strategies required to improve the clarity, correctness and richness of children’s writing. Within the series, children are taught to recognise, choose and use specific strategies. The focus is on the process, rather than on practising, in this instance, specific text types. To this end, priority is given to improving writing at the sentence level. There is a strong hands-on emphasis; that is, there is an expectation that the children will write to demonstrate their knowledge and understanding. Unlike many other writing activity books, the desired outcome is to have the children structuring correct, enriched sentences to more clearly convey ideas and information. The ultimate goal is for them to produce clear, precise writing for a specific purpose and to understand that proofreading and editing is an integral part of the writing process. Each of the 16 units has a page of assessment activities and an assessment writing topic. These should be worked on independently and will: (a) give the teacher a record of individual understanding and achievement; and (b) highlight common points of weakness, which may require further assistance. Teacher recording sheets, a pupil proofreading checklist and a pupil self-evaluation sheet are provided.Table of ContentsTeacher Notes ....................................................................................................................... iv–v Class Recording Sheets Assessment Activities ..................................................................................................... vi–ix Assessment Writing Tasks ................................................................................................ x–xi Pupil Writing Checklist ........................................................................................................... xii Pupil Writing Task – Self-evaluation ..................................................................................... xiii Curriculum Links ............................................................................................................... xiv–xv WORD CHOICES Unit 1 Nouns, Noun Groups and Adjectives .......................................................... 2–7 Unit 2 Pronouns, Confusing Pronouns (Me/I), Which Pronoun? ......................... 8–13 Unit 3 Verbs, Descriptive and Overused Verbs, Adverbials ............................... 14–19 Unit 4 Choosing Correct Verbs: Tense, Consistency, Subject, Regular, Irregular ....................................................................... 20–25 Assessment................................................................................................................... 26–29 SENTENCE STRUCTURE Unit 5 Sentences, Word Order, Statements, Questions .................................... 30–35 Unit 6 Sentence Beginnings ............................................................................... 36–41 Unit 7 Conjunctions ............................................................................................ 42–47 Unit 8 Paragraphs ............................................................................................... 48–53 Assessment................................................................................................................... 54–57 PUNCTUATION Unit 9 Using Punctuation in Sentences ............................................................. 58–63 Unit 10 Full Stops, Capital Letters, Commas, Direct Speech ............................. 64–69 Unit 11 Apostrophes in Contractions .................................................................. 70–75 Unit 12 Apostrophes for Possession .................................................................... 76–81 Assessment................................................................................................................... 82–85 EDITING AND PROOFREADING Unit 13 Spelling (Vowel Sounds), Sentence Structure, Punctuation, Word Choices, Editing ....................................................... 86–91 Unit 14 Spelling (More Vowel Sounds), Sentence Structure, Punctuation, Word Choices, Editing ....................................................... 92–97 Unit 15 Spelling (Suffixes) Sentence Structure, Punctuation, Word Choices, Editing ..................................................... 98–103 Unit 16 Spelling (Homophones), Sentence Structure, Punctuation, Word Choices, Editing ................................................... 104–109 Assessment............................................................................................................... 110–113

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Book SynopsisInterdisciplinary Thinking for Schools: Ethical Dilemmas MYP 1, 2 & 3 is not your average textbook resource. Innovative ethical design projects illustrated with spectacular artwork will connect students to exciting and purposeful learning. Rich primary research includes interviews with the following visionaries: Alberto Alessi, Astronomer Royal Martin Rees, Dr. Jane Goodall, Jared Della Valle and the Stephanie Alexander Kitchen Garden Foundation. The interdisciplinary units have been written with a focus on creativity, critical thinking and exploration of embedded ethical dilemmas. Our strategies support the growth of an innovative and student-centered curriculum to generate real world, sustainable solutions to problems in keeping with the IB MYP philosophy.

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Book SynopsisWe’re often told that there are no quick fixes in teaching.This isn’t entirely true…And post-lockdown, we need speedy fixes more than ever to get our students of English back on track.This book will show you how set texts can be reduced in a way that makes them richer. It will reveal how seemingly obscure literary theory can help learners of all abilities achieve rapidly. And it will help us prepare and revise for dreaded unseen texts, using the precious days we have with students in the most efficient way.Emma Stott uses her experience as a teacher of early entry students and as a Research Lead to gather eight strategies that enable students to be better readers and critics of literature in general; not just of the same (outwardly!) threadbare set texts.Speedy Reading promises to make you excited about those worn texts, the pleasures of unseen reading and even about the challenges to come.

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Book SynopsisThis book is for new or aspiring computer science teachers wishing to improve their subject knowledge and gain confidence in the classroom. And it's for experienced computer science teachers who wish to hone their practice, in particular in the areas of explicit instruction, tackling misconceptions and exploring pedagogical content knowledge. You will read some of the backstory to our subject – the "hinterland" – those fascinating journeys into history that make the subject come alive and place it in historical context. These stories will help you to enrich your lessons, cement core knowledge, develop cultural capital and help you excite a life-long love for the subject. We will go beyond the mark scheme to explore the subject knowledge behind the answers, giving you the confidence to discuss the field in greater depth, enabling you to use explicit instruction methods: presenting skills and concepts clearly and directly enabling student mastery. We will explore misconceptions that arise when teaching our subject, so you can "head them off at the pass". And we will look at teaching ideas – the pedagogical content knowledge (PCK) – exploring the helpful analogies, questions and activities that work for each topic: practices that can be lifted and dropped straight into the classroom to immediately enhance your teaching. Trainee or pre-service teachers, NQTs and early-career teachers will find this book invaluable, experienced teachers will find it inspiring, and all will benefit from a fresh look at the hinterland and subject pedagogy that makes computer science a fascinating subject to teach.

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Book SynopsisTeaching science is no simple task. Science teachers must wrestle with highly abstract and demanding concepts, ideas which have taken humanity's greatest minds thousands of years to formulate and refine. Communicating these great and awesome theories involves careful forethought and planning. We need to deliver crystal clear explanations, guide students as they develop their embryonic knowledge and then release them to develop their thinking independently, all the while curating and tending to their long-term understanding as it develops over time.In Teaching Secondary Science: A Complete Guide, Adam breaks down the complex art of teaching science into its component parts, providing a concrete and comprehensive set of evidence-informed steps to nurturing brilliant science students. Adam hopes that you find this book interesting, but his main aim is for you to find it useful. Useful when it comes to sketching out your curriculum, useful when preparing your explanations, useful for mapping out how you will check student understanding and useful for all other aspects of science teaching. This is a truly complete guide, and science teachers of any experience will find it packed with ideas that are new, challenging, interesting and, most importantly, useful.

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Book SynopsisSupporting you to prepare for Ofsted 'deep dives' into modern foreign languages, Tried and Tested offers practical, easy-to-implement ideas and strategies for teaching and leading MFL in primary school. Wendy Adeniji and Juliet Park provide a huge number of classroom ideas, with real examples in French and Spanish so you can see how they work in practice. Challenge, differentiation and mixed-age teaching are covered, as well as how to motivate children to learn a foreign language and how to teach vocabulary, phonics and grammar. Linked to the 2019 Ofsted inspection framework and in line with the key stage 2 national curriculum programme of study, Tried and Tested explores memory and cultural capital, as well as innovative strategies for using stories and songs. You will learn how to assess progress using age-related expectations and will be provided with access to real examples of lesson plans, curriculum-planning documents and resources.'Whatever your primary language teaching need or question, this is the go-to guide' - Sam Henderson-Tucker

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Book SynopsisPacked full of games, activities and exercises, this book is designed to be a drama teacher's best friend. Written by a drama teacher with over twenty years' experience which includes heading up a performing arts faculty in a secondary school, GCSE and A-Level examining and presiding as the principal of a successful theatre school, as well as being a published playwright and having her work featured in the 2019 LAMDA Acting Anthology. As well as featuring drama games to use in the classroom, this book contains thorough instructions, valuable advice and useful activities to use in the teaching of improvisation and devising for small and large groups and working with script.

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